Supporting people with disabilities in expressing preferences and making choices is a core value in positive behavior support. Indeed, in recent years, the field has increasingly focused its attention on the importance of making choices and the potential benefits of choice-making opportunities in enhancing the quality of life of people with disabilities. In addition, an emerging database is suggesting that providing opportunities to make choices can serve as an intervention for decreasing problem behavior. The authors of this article examine the efficacy of the use of choice-making as an intervention for reducing problem behavior through a meta-analysis of single-subject research studies using choice-making as an intervention. A search of the PsycINFO and ERIC databases yielded 13 studies that met the meta-analysis criteria, with interventions affecting 30 participants. The impact of choice interventions was evaluated using the percentage nonoverlapping data and percentage zero data metrics. Overall, providing choice opportunities resulted in clinically significant reductions in the number of occurrences of problem behavior. The authors discuss the benefits of utilizing choice as an intervention and provide future directions for research in this area.

The changing job market requires a sophisticated array of literacy skills that adolescents with learning disabilities reading below grade level have not yet acquired. This summary of the research on reading comprehension highlights emerging findings and related instructional conditions necessary to achieve optimal student outcomes with limited instructional time. Limitations in the existing evidence base are addressed via four factors for future research and development agendas: (a) use theory to inform research and practice, (b) study the role that dosage plays as an independent variable, (c) study tiered models of instruction that are applicable for use in middle and high school settings, and (d) study factors that can enhance scaling of reading comprehension interventions.

JSTOR is a not-for-profit service that helps scholars, researchers, and students discover, use, and build upon a wide range of content in a trusted digital archive. We use information technology and tools to increase productivity and facilitate new forms of scholarship. For more information about JSTOR, please contact support@jstor.org.. Sage Publications, Inc. and Hammill Institute on Disabilities are collaborating with JSTOR to digitize, preserve and extend access to Learning Disability Quarterly. Abstract. The effects of using the Embedded Story-Structure (ESS)Routine in a literature course were investigated. A heterogeneous group of 79 ninth graders, including 14 students with LD, were randomly assigned to one of two conditions, with instruction occurring in groups of 12 to 14 students in general education literature classes over a nineday period. ESS instruction focused on three reading strategies: (a) student self-questioning, (b) story-structure analysis, and (c) summarizing. Instruction for the alternative condition, called comprehension skills instruction (CSI), was comprised of a package of research-based reading interventions. Statistically significant differences were found between groups in favor of the ESS Routine on measures of strategy use, storystructure knowledge, and unit reading comprehension. Moreover, results indicated equivalent gains for ESS students regardless of disability versus nondisability category.Meeting adequate-yearly-progress (AYP) goals in readof secondary students, including a high percentage of ing is a challenge for secondary school practitioners. students with learning disabilities (LD), lack the reading Recently released National Assessment of Educational skills necessary to succeed in school and the world of Progress (NAEP) data indicate that more than two-thirds work (Perie, Grigg, & Donahue, 2005).