title: For which students with learning disabilities are self-concept interventions effective?
abstract: 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.
authors.affiliation: School of Education Research, University of Miami, Coral Gables, FL 33146-2439, USA. elbaum@miami.edu
authors.forename: Batya
authors.initials: B
authors.lastname: Elbaum
authors.forename: Sharon
authors.initials: S
authors.lastname: Vaughn
mesh_terms: D002648:Child; D006801:Humans; D007859:Learning Disabilities / Q000534:rehabilitation*; D018579:Patient Selection; D011379:Prognosis; D012649:Self Concept; D016896:Treatment Outcome