Toward a Behavioral Model of Academic Remediation with Learning Disabled Children

Abstract

One of the more rapidly developing approaches to the remediation of academic deficiencies in learning disabled children involves the use of behavioral technology in the direct instruction of academic skills. In this topical review, Treiber and Lahey discuss the essential characteristics of a behavioral approach to intervention and then examine some of the evidence that supports use of the approach with learning disabled children. Although the review is essentially positive, the authors do point out that we need much more research on the long-term effectiveness of behavioral approaches to remediation. A final contribution of this paper is the presentation of a model for developing new interventions that may serve as a useful guide to teachers and researchers alike.—JKT