Bachman, J., & Kennedy, K. (1993). Effectiveness of Lindamood Auditory Discrimination in Depth Program with students with learning disabilities. Learning Disabilities Research and Practice, 8, 253-259. Description of subjects   Twenty students with severe learning disabilities participated in this study. The participants attended a nonprofit residential school that specializes in students with learning difficulties. The students ages ranged from 11 to 17 years old. Participants were selected based on recommendations from the speech-language therapist, results from the Classroom Communication Screening Procedure for Early Adolescents, and students who had difficulties with auditory conceptualization. Description of methodology   Ten students (experimental group) received training in the Lindamood Auditory Discrimination in Depth Program in addition to the regular school program. The control group (10 students) continued the regular school program without additional treatment.   The experimental group participated in Lindamood training during three 50 minute class periods per day for six weeks. The school's reading and spelling programs started after the subjects completed the Lindamood training. Lindamood strategies were reviewed throughout the school year in order to achieve generalization and automaticity.   The instruments used for the beginning, mid-year, and end of the year testing were LAC, SORT, SAT-Sp, GORT, Phonetic Reading-Nonwords, Phonetic Spelling-Stanford, and Phonetic Spelling-Nonwords. Summary of findings   The control and experimental groups made significant gains on their reading and spelling measures. "There was no evidence that the group receiving the Lindamood program in addition to the comprehensive remedial program offered by the school made significantly more gains than the group receiving the remedial program alone on these standardized reading and spelling measures" (p. 258). The experimental group scored higher on phonological awareness measures. However, the researchers stated that the program essentially teaches the same skills that the test measures. "In conclusion, the Lindamood Auditory Discrimination in Depth Program was a successful addition to a comprehensive remedial program in terms of improved ability to sequence speech sounds and phonetic accuracy in spelling real and nonwords within this sample of students with severe learning disabilities" (p. 258). Effective Instructional Practice Criteria Level 1 Yes 1 The practice has a clearly stated philosophy and outcome. Yes 2 The target population is well-defined. Yes 3 The activities are defined and based on theory or appropriate research. No 4 The practice has considered involvement of parents, business, or community representatives, if appropriate. No 5 The practice has replicable materials. Yes 6 Anticipated outcomes of implementation are well-defined. Yes 7 The practice contains a set of procedures that can be replicated. Yes 8 There are indicators/evidence of improved student outcomes. No 9 There is a plan for providing follow-up activities. No 10 There is a plan to evaluate practice effectiveness. Yes 11 The practice may be evaluated on stated outcomes or objectives. Yes 12 The practice supports the Sunshine State Standards or other Florida accountability efforts.