Individualized Course-Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned from a Model Demonstration Project

Autor/inn/en	Allsopp, David H.; Minskoff, Esther H.; Bolt, Les
Titel	Individualized Course-Specific Strategy Instruction for College Students with Learning Disabilities and ADHD: Lessons Learned from a Model Demonstration Project
Quelle	In: Learning Disabilities Research and Practice, 20 (2005) 2, S.103-118 (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0938-8982
DOI	10.1111/j.1540-5826.2005.00126.x
Schlagwörter	Demonstration Programs; Graduate Students; Hyperactivity; Attention Deficit Disorders; Learning Disabilities; Academic Achievement; Individualized Instruction; Undergraduate Students; Special Education + Suchen Sie Ihr Suchwort? Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Hyperaktivität; Attention deficit hyperactivity disorder; ADHS; Aufmerksamkeits-Defizit-Hyperaktivitäts-Störung; Aufmerksamkeitsstörung; Learning handicap; Lernbehinderung; Schulleistung; Individualisierender Unterricht; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	This 3-year Model Demonstration Project involved the development and field testing of an individualized course-specific strategy instruction model with college students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD). The 46 participants received individualized semester-long strategy instruction by graduate students in special education. A variety of data sources were used to evaluate the implementation of the model as well as the academic success of students who received individualized strategy instruction. Quantitative analyses indicated that the group as a whole as well as the subset of students on probation and suspension significantly improved their grades and sustained this improvement over time. Qualitative analysis identified two factors related to improvement: independent use of strategies and the supportive nature of the strategy instructorstudent relationship. Qualitative analysis also identified two factors related to nonimprovement: academiccognitive skill deficits and emotionalmedication-related issues. Implications of the model for postsecondary education and suggestions for future research are discussed. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10