Academic Synthesis

Five syntheses were conducted that identified effective practices for increasing academic performance for secondary-level students with disabilities:

1. The Effects of Visual Display Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review. Jennifer R. Wolgemuth, Eric Trujillo, R. Brian Cobb, Colorado State University; Morgen Alwell, Appalachian State University

   The relationship between visual displays (the intervention) and academic performance (the outcome) for secondary aged youth with disabilities was explored in this systematic review. A total of seven studies intervening with 318 youth with learning disabilities, developmental disabilities, and hearing deficits were reviewed. The findings of this review support the efficacy of visual display interventions to improve reading comprehension, content learning, and problem solving for secondary youth with disabilities. A series of implications for practice are suggested as well as directions for the reader to locate more detailed descriptions of how these interventions might be implemented in secondary educational environments.

2. The Effects of Mnemonic Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review. Jennifer R. Wolgemuth and R. Brian Cobb, Colorado State University

   The relationship between mnemonic instruction and academic performance for secondary aged youth with disabilities was explored in this systematic review. A total of 19 studies intervening with 621 youth with learning disabilities, emotional and behavioral disorders, and mild developmental disabilities were reviewed. The findings of this review strongly support the efficacy of mnemonic interventions across study methods, educational settings, student ages, and disabilities in the improvement of academic performance, typically measured by recall of word meanings or factual information. However, the studies reviewed either lacked in participation diversity or failed to conduct subgroup analyses. It is unknown whether mnemonics instruction differentially affects female or ethnic students. A series of detailed implications for practice is discussed and the reader is referred to specific literature providing detailed descriptions of mnemonic interventions.

3. The Effects of Technology-Based Interventions on Academic Outcomes for Youth with Disabilities. James J. Dugan, R. Brian Cobb, Colorado State University; Morgen Alwell, Appalachian State University

   The relationship between technology-based interventions and academic performance for secondary aged youth with disabilities was explored in this systematic review. A total of 39 studies intervening with 1,491 youth with behavioral disorders, emotional disorders, learning disabilities, and moderate and severe disabilities were included. These studies matched the intervention, outcome, and sampling selection criteria for the review, and met minimally acceptable standards of internal and external validity for research design and methodology. The findings of this review strongly support the efficacy of technology-based interventions across treatment types, educational settings, and disability categories in the improvement of academic achievement. Detailed implications for special education practice in secondary school environments are presented, rival explanations for the findings are examined, and future research topics are suggested

4. The Effects of Self-Management Interventions on Academic Outcomes for Youth with Disabilities. Jennifer R. Wolgemuth, R. Brian Cobb, James J. Dugan, Colorado State University.

   The relationship between self-management (the intervention) and academic performance and classroom behavior (the outcomes) for secondary aged youth with disabilities was explored in this systematic review. A total of 17 studies intervening with 88 youth with behavioral disorders, attention deficit/hyperactivity disorders, learning disabilities, and developmental disabilities were reviewed. The findings of this review st4rongly support the efficacy of self-management interventions across educational environments, disability types, ages, and genders in the improvement of academic performance and correlates of academic achievement (classroom behavior). A series of more detailed implications for practice are suggested as well as directions to the reader to locate more detailed descriptions of how these interventions might be implemented in their secondary educational environments.

5. Effects of Academic Peer Assistance Interventions on Academic Outcomes for Youth with Disabilities: A Systematic Review. Marc A. Winokur, R. Brian Cobb, James J. Dugan, Colorado State University.

   The relationship between academic peer assistance (the intervention) and academic performance and classroom behavior (the outcomes) for secondary aged youth with disabilities was explored in this systematic review. A total of 14 studies intervening with 165 youth with behavioral disorders, emotional disorders, learning disabilities, and moderate and severe disabilities were included. These studies matched the intervention, outcome, and sampling selection criteria for the review, and met minimally acceptable standards of interval and external validity for research design and methodology. The findings of this review strongly support the efficacy of peer assistance interventions across treatment types, educational settings, and disability categories in the improvement of academic content achievement and social and behavioral outcomes. Detailed implications for special education practice in secondary school environments are presented, rival explanations for the findings are examined, and future research topics are suggested.

6. Future syntheses will include Inclusion and Strategy Instruction
7. The completed syntheses are located on the website of the National Post School Outcomes Center