This paper reviews both the content and the methodological issues involved in the small but growing number of empirical studies on the use of Direct Instruction programs and teaching procedures with special populations. The research reviewed includes experimental and quasi-experimental work, summative evaluations of entire programs, and…

Impact evaluations of special education programs can be designed and conducted to produce information useful for program improvement. Case studies of recent impact evaluation support this position. Assessment of program implementation and measurement of outcome--two critical areas that can greatly improve the usefulness of evaluation results--are…

Six studies are reviewed which indicate that direct instruction tends to produce higher academic gains for handicapped children than traditional approaches. They also suggest that some subtle principles of direct instruction--such as insistence on complete (rather than partial) mastery of each step in the learning process--are important.…

This cross-case analysis examined general education elementary-level teacher engagement with and effectiveness of "coaching," or expert consultation by special educators on effective teaching strategies. Factors resulting in high levels of impact on teaching and high levels of engagement were identified, including emphasis on conceptual…

Case studies of four secondary special education teachers indicate that coaching during implementation of a videodisc mathematics program brought positive changes in teaching techniques and enhanced use of motivational strategies and classroom management techniques. Results also suggest teachers may be more receptive to feedback on their teaching…