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Test-Taking Strategy Instruction for Adolescents with Emotional and Behavioral DisordersCHARLES A. HUGHES is an associate professor of special education at The Pennsylvania State University. He received the PhD at the University of Florida. His professional interests include teaching adolescents with learning and behavioral problems to self-manage academic and social behaviors. Address: Charles A. Hughes, 202 Cedar, Special Education Program, The Pennsylvania State University, University Park, PA 16802.
DONALD D. DESHLER is a professor in the special education department and director of the Center for Research on Learning at the University of Kansas. He received the PhD at the University of Arizona. His research interests focus on the development and validation of educational interventions for at-risk youth and young adults.
KATHY L. RUHL is an assistant professor of special education at The Pennsylvania State University. She received the PhD at the University of Florida. Her professional interests include teaching students with behavior disorders and teacher training.
JEAN B. SCHUMAKER is a courtesy professor in the Departments of Human Development and Special Education and associate director of the Center for Research on Learning at the University of Kansas. She received her PhD at the University of Kansas. Her research interests focus on the development and validation of educational interventions for at-risk youth and young adults. Many secondary students with EBD are mainstreamed in regular classes and are required to take tests in those classes to demonstrate their competence with regard to their mastery of the content. Unfortunately, these students often do not use strategies that would help them meet this critical classroom demand. The purpose of this study was to develop a comprehensive test-taking strategy that includes many of the test-wiseness strategies cited in the literature and to validate an instructional methodology for teaching this strategy to secondary students with EBD. Through the use of a multiple-probe across-students design, the instruction was shown to be effective in helping students to master the use of the steps of the comprehensive test-taking strategy and to apply them in a generative way to a series of novel tests. Preliminary evidence collected in targeted mainstream classes indicated that the students were applying the strategy to their regular class tests and that their scores on these tests improved. The results of this study are similar to those achieved in a companion study with students with learning disabilities, indicating that EBD and LD students can successfully receive strategic instruction together since they learned the strategy at comparable rates and achieved comparable levels of mastery and generalization.
Journal of Emotional and Behavioral Disorders, Vol. 1, No. 3,
189-198 (1993) This article has been cited by other articles:
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