title: History strategy instruction: problem-solution-effect analysis, timeline, and vocabulary instruction.
abstract: This multiple baseline study investigated the effectiveness of history strategy instruction emphasizing the linkage of knowledge in teaching junior high students with behavior disorders. The intervention included 24 students and 3 teachers across three classes for 3-6 weeks. The strategy included a scripted curriculum involving brisk student-teacher interchanges; student note taking and constructing of timelines and vocabulary definitions; and reciprocal questioning, using a carefully selected history textbook. Results indicate that the history strategy was effective; students in each class showed immediate and educationally significant improvement compared with baseline instruction that employed traditional history instruction.
authors: Department of Educational Psychology, Counseling, and Special Education, Northern Illinois University, DeKalb 60115.
authors: D
authors: D
authors: Kinder
authors: W
authors: W
authors: Bursuck
mesh_terms: D000293:Adolescent; D002648:Child; D002653:Child Behavior Disorders / Q000523:psychology / Q000534:rehabilitation*; D003479:Curriculum; D004519:Education, Special / Q000379:methods*; D005260:Female; D006076:Government; D006801:Humans; D007859:Learning Disabilities / Q000523:psychology / Q000534:rehabilitation*; D008282:Mainstreaming, Education; D008297:Male; D011340:Problem Solving; D014825:Vocabulary