The Effects of Coaching on the Standardized Test Performance of Learning Disabled and Behaviorally Disordered Students

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Abstract
Eighty-five mildly handicapped (learning disabled or behaviorally disordered) students were assigned at random to either a control condition or a condition in which students received training for 5 days on test-taking skills relevant to the Stanford Achievement Test. Results of test scores indicated that trained students scored significantly higher on tests of reading decoding and math concepts. A significant univariate interaction between experimental group and handicapping condition suggested that students classified as behavioraily disordered had differentially benefited on the math concepts subtest. Finally, a descriptive but nonsignificant difference favoring trained students was found on the math computation subtest. Implications for special education are given.