Impact of the Personal Strengths Program on Self-Determination Levels of College Students with LD and/or ADHD

Autor/inn/en	Farmer, Jennie L.; Allsopp, David H.; Ferron, John M.
Titel	Impact of the Personal Strengths Program on Self-Determination Levels of College Students with LD and/or ADHD
Quelle	In: Learning Disability Quarterly, 38 (2015) 3, S.145-159 (15 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0731-9487
DOI	10.1177/0731948714526998
Schlagwörter	Learning Disabilities; Attention Deficit Hyperactivity Disorder; College Students; Student Development; Self Determination; Comparative Analysis; Success; Student Characteristics; Cognitive Processes; Psychological Patterns; Program Effectiveness; Intervention; Check Lists; Interviews; Statistical Analysis; Coding + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Collegestudent; Selbstbestimmung; Erfolg; Cognitive process; Kognitiver Prozess; Checkliste; Interviewing; Interviewtechnik; Statistische Analyse; Codierung; Programmierung
Abstract	This study investigates the impact of The Personal Strengths Program (PSP) on seven college students with learning disabilities and/or attention deficit hyperactivity disorder (LD/ADHD) using a multiple baseline design. Students with LD/ADHD experience increased challenges in school settings and decreased post-secondary outcomes when compared with their peers without disabilities. Research has indicated that students who are able to transition into post-secondary settings successfully often have higher levels of self-determination than those who do not transition as successfully. PSP is grounded in effective teaching practices for students with LD/ADHD, self-determination, and positive psychology. It utilizes guided cognitive strategy instruction to assist students in identifying and using their strengths to achieve their goals related to their academic classes. Results were mixed, but do suggest there is some effect from participating in PSP on self-determination levels. Implications for students with LD/ADHD and researchers conducting intervention studies are discussed. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01