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

Reed, Maureen J.; Kennett, Deborah J.; Lewis, Tanya; Lund‐Lucas, Eunice; Stallberg, Carolyn; Newbold, Inez L.

doi:10.1080/07294360903067013

Cited by 51Disability Education and EmploymentHigher Education Research StudiesEducation, Achievement, and Giftedness

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

Reed, Maureen J., Kennett, Deborah J., Lewis, Tanya, Lund‐Lucas, Eunice, Stallberg, Carolyn, Newbold, Inez L.·2009·Higher Education Research & Development

DOI 10.1080/07294360903067013

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Abstract

Little is known about the relative effects of post‐secondary learning services for students with learning disabilities. We compared outcomes for students with learning disabilities who selected to: (1) take an academic learning success course (course‐intervention), (2) have regular individual interventions (high‐intervention) or (3) use services only as needed (low‐intervention). Pre‐ and post‐test comparisons revealed improvements in academic self‐efficacy and academic resourcefulness for students in the course‐ and high‐intervention groups. The course‐intervention group also showed decreases in their failure attributions to bad luck and increases in their general repertoire of learned resourcefulness skills in comparison to the high‐intervention group and had significantly higher year‐end GPAs in comparison to the low‐intervention group. Here we find positive outcomes for students with learning disabilities taking a course that teaches post‐secondary learning and academic skills.

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Other interventions were reported to improve self-efficacy and academic resourcefulness, as well as self-efficacy and future orientation.
“Other interventions were reported to improve self-ef fi cacy andacademicresourcefulness (Reed et al., 2009) as well as selfef fi cacy and future orientation (Pearlman-Avnion, 2016).”
From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Reed et al., 2009

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Authors: Reed, M. J., Kennett, D. J., Lewis, T., Lund‐Lucas, E., Stallberg, C., & Newbold, I. L.
Affiliations: Toronto Metropolitan University (CA)
Trent University (CA)
Corresponding author: Reed, Maureen J.
ORCID: Reed, Maureen J.
Kennett, Deborah J.
Venue: Higher Education Research & Development
Publisher: Informa UK Limited
Published: 2009-08
Volume: 28
Issue: 4
Pages: 385-400
ISSN: 0729-4360 (ISSN-L)
1469-8366
DOI: 10.1080/07294360903067013
OpenAlex: W2087811788
Cited by: 51
References: 25
Citations by year: 2026: 1 · 2024: 4 · 2023: 3 · 2022: 2 · 2021: 3 · 2020: 1 · 2019: 7 · 2018: 4 · 2017: 3 · 2016: 6 · 2015: 3 · 2014: 1 · 2013: 5 · 2012: 1
FWCI: 7.00
Type: journal article
Language: en
Open access: closed
Locations: Higher Education Research & Development (publishedVersion)
Funders: Government of Ontario
Topics: Social Sciences › Safety Research › Disability Education and Employment
Social Sciences › Education › Higher Education Research Studies
Social Sciences › Psychology › Experimental and Cognitive Psychology › Education, Achievement, and Giftedness
Keywords: learning disabilities, personalized interventions, academic self-efficacy, failure attribution, academic performance, GPA

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

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