Mnemonic Instruction of Science Concepts

Abstract

Previous research has documented the severe academic deficiencies of behaviorally disordered students, but little is known regarding optimal strategies for teaching content area information to such students. The purpose of the present investigation was to determine whether mnemonic instruction, previously found effective with other mildly handicapped learners, would be effective with behaviorally disordered students. In addition, this study was intended to extend previous research by evaluating the efficacy of teacher implemented mnemonic instruction, delivered in small instructional groups using adapted classroom curriculum materials over several weeks of implementation time. Behaviorally disordered students were given two units of instruction in science concepts in a crossover design, with each student receiving both mnemonic and traditional instruction. Results indicated that students' learning was significantly improved when instructed mnemonically. Furthermore, mnemonic instruction resulted in very high levels of retention, whereas traditional instruction resulted in significant decreases in delayed recall. Additionally, students reported high levels of satisfaction with the mnemonic materials and procedures. Implications for academic instruction of behaviorally disordered students are provided.

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