Generalization of creative productive-thinking training to LD students’ written expression. Learning Disability Quarterly

Abstract. This study examined whether intermediate-grade LD students could generalize creativity training to increase competency on a spontaneous writing task. The investigation used seven intact classrooms to analyze differences between groups on initial creative productive-thinking level, measured by Torrance Test of Creative Thinking (TTCT) subtest Tin Can: Unusual Uses. Mean difference scores were compared for number of (a) words, (b) thought units, (c) subordinate clauses, (d) vocabulary, and (e) thematic maturity on the story subtest of the Test of Written Language (TOWL) given before and after training in New Directions in Creativity (NDC). A nonequivalent control-group design was used. Teachers administered the TTCT and TOWL pre- and posttests to 49 subjects in self-contained LD classrooms. Teachers of a 25-member experimental (E) group also conducted NDC intervention, including nonjudgmental brainstorming activities, three times per week for nine weeks. Analysis of covariance results revealed that, after creative productive-thinking training, the E group significantly improved (p <.05) in number of thought units, subordinate clauses, and thematic maturity. The results of this initial probe should impact upon training of teachers of LD students. Assessment procedures for special education placement typically identify both student strengths and weaknesses. Remediation methods and ma-terials, however, frequently emphasize weaknesses in an attempt to help students achieve basic skills. Recent research efforts have focused upon in-dividual learning styles and the strengths and weaknesses students bring to learning tasks (Dunn & Price, 1980; Gregorc, 1978; Renzulli & Smith, 1978). Reflecting this trend is a small, but increas-ing body of literature that describes the assessment and training of creative productive-thinking in teaching learning disabled (LD) students (Dunn