Evidence-Based Archives

Activated Learning for Students with Learning Disabilities: A Mainstream, Whole-Class, Executive Function Intervention that is Necessary for Some and Good for All

“Activated Learning” (AL), also called the “EFs2theRescue Pedagogy” in Guare and Dawson’s 3rd edition of Executive Skills in Children and Adolescents, is an adaptive executive function (EF) intervention that aims to facilitate high-impact teaching and learning that is necessary for some and good for all in typical classrooms. AL is a self-regulated learning pedagogy that, among other benefits, allows teachers to support students with learning disabilities (LDs) as part of their everyday teaching. It was developed in 2014 by a special education teacher (the author) and has been championed by hundreds of educators in several school boards in Canada, the U.S. and the U.K.

By LDAOeng|July 9th, 2018|Categories: Executive Function|Tags: Article, Evidence-Based, Intermediate (7-10), Junior (4-6)|0 Comments

Learning to Read: The Importance of Both Phonological and Morphological Approaches

One of the main reading difficulties people with LDs have is in decoding printed words. People without LDs often use a phonics approach to sound out unfamiliar words but that does not work as well for many people with LDs who have difficulty in phonological processing – that is, in hearing the different sounds in words. They may also have difficulty associating sounds with letters (Lyon, 1995). This, in turn, interferes not only with the ability to sound out unfamiliar words but it also strongly affects spelling – for how could someone spell a word accurately when they do not hear all of the sounds in the word?

By LDAOeng|April 25th, 2018|Categories: Literacy|Tags: Article, Evidence-Based, Junior (4-6), Practice-Informed|0 Comments

Effective Behaviour Management for Students with LDs and Behavioural Disorders

Behavioural disorders, particularly those of the externalized type[1], and learning disabilities often occur together. Indeed, the comorbidity between these two types of disorders in students was identified more than 20 years ago (Hinshaw, 1992). More specifically, empirical studies have shown that 75% of students with learning disabilities also lack social skills (Lane, Gresham, & O’Shaughnessy, 2002; National Dissemination Center for Children with Disabilities, 2008).

By LDAOeng|July 24th, 2017|Categories: Behaviour|Tags: Article, Evidence-Based, Intermediate (7-10), Junior (4-6), Primary (K-3), Senior (11-12)|0 Comments

Teaching Fractions: a Few Cautionary Notes

In this article, we seek to understand the errors that students make. We offer a number of cautionary notes for creating activities for the acquisition of this mathematical concept. The errors explored in this article come out of research involving students between the ages of 9 years and 12 years, at the moment when they displayed reactions of avoidance, worry or anxiety (DeBlois and Bélanger, 2016, DeBlois, 2014).

By LDAOeng|May 30th, 2017|Categories: Math|Tags: Article, Evidence-Based, Junior (4-6)|0 Comments

All Students can Read to Learn Science!

For today’s students to participate in tomorrow’s decision-making, it is imperative that they possess the skills to be mobile and adept at reading, writing, and oral communication in science (Krajick & Sutherland, 2010; Pearson et al., 2010). Even though only some students will pursue careers in science, all will engage in reading about science during their lifetime. So, all students need to ‘read to learn’ in science!

By LDAOeng|March 27th, 2017|Categories: Literacy|Tags: Article, Evidence-Based, Intermediate (7-10), Junior (4-6), Literacy|0 Comments

An Introduction to Self-Regulation

by Michael Fairbrother and Dr. Jessica Whitley What is Self-regulation? Self-regulated learning is a process that assists students in managing their thoughts, behaviours, and emotions in order to successfully navigate their learning experiences (Zumbrunn, Tadlock, & Roberts, 2011). According to Canadian researcher, Shanker (2012), “self-regulation refers to a child’s ability to deal with stressors effectively and efficiently and then return to a baseline [...]

By LDAOeng|January 27th, 2017|Categories: Behaviour, Mental Health & Well-Being|Tags: Article, Evidence-Based, Intermediate (7-10), Junior (4-6), Primary (K-3)|0 Comments

WEBINAR RECORDING: Understanding How our Students with LDs Process Information: Contextualizing working memory and cognitive load

Supporting the learning needs of students with learning disabilities requires more than a passing understanding of memory and the architecture of the mind. By exploring Baddeley and Hitch’s (1974) model of working memory, Jeffrey MacCormack and Ian Matheson will explain how information is processed and coded through memory systems and then later retrieved from the long-term memory.

By LDAOeng|November 30th, 2015|Categories: Executive Function|Tags: Evidence-Based, Intermediate (7-10), Junior (4-6), Primary (K-3), Senior (11-12), Webinar|0 Comments

Helping Students with LDs Learn to Diagram Math Problems

By Jeffrey MacCormack and Ian Matheson Two trains depart simultaneously from cities 120 kilometres apart. The first train is travelling at 40 kilometres per hour and the second train is traveling at 60 kilometres per hour. How many minutes until they collide? If you have had to answer a word problem like this one, you [...]

By LDAOeng|October 23rd, 2015|Categories: Math|Tags: Article, Evidence-Based, Intermediate (7-10), Junior (4-6), Senior (11-12)|0 Comments

Webinar Recording: Adolescent Stress, Coping Strategies and Learning Disabilities

This interactive webinar assisted participants in understanding the relationship between stress and coping strategies in adolescents with learning disabilities (LDs). In order to become familiar with these concepts, a framework on stress and coping strategies was first be presented. Then, the presenter discussed how the framework applies to stress and coping strategies for adolescents with LDs. The webinar concluded with an activity using case studies to help educators identify practical and effective interventions for students with LDs who are experiencing stress and who require functional coping strategies.

By LDAOeng|October 8th, 2015|Categories: Behaviour, Mental Health & Well-Being|Tags: Evidence-Based, Intermediate (7-10), Senior (11-12), Webinar|0 Comments

VIDEO: Mindfulness Teaching Practices: Implementing the Integra Mindfulness Martial Arts Program in the Trillium Lakelands District School Board (Part II)

This two-part video introduces an innovative, evidence-based mindfulness training program as a means of addressing self-regulation challenges in students with learning disabilities (LDs). Part I presents the Integra Mindfulness Martial Arts (MMA) program, an evidence-based intervention to support the mental health and well-being of students with LDs. Part II illustrates how educators in the Trillium Lakelands District School Board (TLDSB) are implementing this best practice into the school system. The Integra MMA program has been integrated into the Learning Strategies course within the secondary school system, with plans for expansion to the elementary level.

By LDAOeng|August 31st, 2015|Categories: Mental Health & Well-Being|Tags: Evidence-Based, Intermediate (7-10), Senior (11-12), Video|0 Comments