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

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 AttentionDeficit 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 instructor-student relationship. Qualitative analysis also identified two factors related to nonimprovement: academic/cognitive skill deficits and emotional/medication-related issues. Implications of the model for postsecondary education and suggestions for future research are discussed.The increase in students with learning disabilities and Attention Deficit Hyperactivity Disorder (ADHD) enrolled in postsecondary education is well documented Requests for reprint should be sent to

Actively navigating the transition into college: narratives of students with learning disabilities

“…For students who have not already done so, they must come to know the specifics of their learning disability and how to describe it to others (Milsom and Hartley 2005;Mortimore and Crozier 2006). Informing professors, counselors, and tutors of the specific needs of students with LD can lead educators to successfully teach specific strategies to manage general organization, study skills, and note taking (Allsopp, Minskoff, and Bolt 2005;Butler, Elaschuk, and Poole 2000;Ruzic 2001). Additionally, students with LD can request and use assistive technology for reading that, in turn, helps them focus, builds stamina, and reduces stress in managing their load (Hecker et al 2002;Kirby et al 2008).…”

ADHD in college students: Developmental findings

“…Although these data are promising, the efficacy of this coaching strategy awaits controlled investigation with a sufficient sample of college students. Allsopp et al [2005] developed and field-tested a course-specific strategy instruction approach in a sample of 46 students with ADHD and/or LD (sample included a total of 18 ADHD students). Strategy instruction was provided on an individual basis for 2-6 h per week throughout a semester.…”

The relative effects of university success courses and individualized interventions for students with learning disabilities

“…Yet, little data has been collected on the success of these sessions, primarily because of variability in service provision between students and ethical issues associated with random assignment to services (King, Baldwin, Curry, & Evans, 2006;Rath & Royer, 2002). A few studies, however, demonstrate that individualized sessions may promote better grades and diminish psycho-social difficulties (Allsopp et al, 2005;Butler, 2003).…”

“…Students believe these individualized sessions are valuable (Allsopp, Minskoff, & Bolt, 2005). Yet, little data has been collected on the success of these sessions, primarily because of variability in service provision between students and ethical issues associated with random assignment to services (King, Baldwin, Curry, & Evans, 2006;Rath & Royer, 2002).…”