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For Which Students with Learning Disabilities Are Self-Concept Interventions Effective?

University of Miami, elbaum@ miami.edu

Sharon Vaughn

University of Texas at Austin, Texas Center for Reading and Language Arts

We have previously conducted a meta-analysis of outcomes of school-based interventions aimed at enhancing the self-concept of students with learning disabilities (LD). This study extends the previous findings by analyzing intervention effect sizes in relation to students' levels of self-concept prior to intervention. The results of these analyses indicated that only groups of students with documented low self-concept benefited significantly from intervention. For these students, intervention effects were much larger than the effects previously estimated from aggregations that included groups with wide-ranging or unknown levels of self-concept prior to intervention. These findings underscore the need for researchers and practitioners to identify students for self-concept intervention based on their documented need, rather than assuming a need based on the students' identification as students with LD.

Journal of Learning Disabilities, Vol. 36, No. 2, 101-108 (2003)
DOI: 10.1177/002221940303600203


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