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A study of the effects of an oral language program with primary age and elementary age emotionally impaired school populations in the Detroit Public Schools

Kimbrough, A. H.
This study examined the effect of the DISTAR Language program on the academic achievement and behavior of elementary students with emotional issues. Fifty one students were instructed with DISTAR Language over a period of 17 weeks. Forty three similar students who received instruction with the traditional curriculum were included as a comparison group. The Wide Range Achievement Test, the Peabody Individualized Achievement Test Revised, and the Behavioral Evaluation Scale (BES) were administered for pre- and posttest measures. Results indicated that DISTAR students demonstrated slightly larger gains than the comparison group in two of the five measures of achievement and equivalent achievement in the remaining three. Results from the BES indicated that DISTAR students recorded significantly higher mean scores on the overall behavior quotient and two of the five subscales. Additionally, DISTAR students progressed at a faster rate than the comparison group in most behavior areas. (Copyright © 2011, National Institute for Direct Instruction (NIFDI). All rights reserved).
Research areas:
Main publication type:
Program Effectiveness
DISTAR Language, Wide Range Achievement Test, Peabody Individualized Achievement Test Revised, Behavioral Evaluation Scale
Unpublished doctoral dissertation, Wayne State University: Detroit, MI.
Design type:
Pretest posttest control group design
Fidelity monitored:
Students included:
Elementary students, students with emotional issues
Elementary school, public school, urban area, Detroit, Michigan, Midwest
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