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Cited by 120Disability Education and EmploymentBehavioral and Psychological StudiesCollaborative Teaching and Inclusion

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

Allsopp, David H., Minskoff, Esther H., Bolt, Les·2005·Learning Disabilities Research & Practice
DOI 10.1111/j.1540-5826.2005.00126.x
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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 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.

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Crossref · 10.1111/j.1540-5826.2005.00126.x

Cites

12 of 12 references verified0 citation errors · 0 not checkable

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  • Strategy instruction interventions were reported to yield promising outcomes, including improvement and maintenance of GPA, improved writing abilities and metacognitive knowledge, ability to identify and recall information, reading comprehension, understanding of course content and study preparation skills, and reduced test anxiety.

    “Such interventions were reported in three reviews (Anderson et al., 2019; Hock, 2012; Zeng et al., 2018) documenting promising outcomes, such as improvement and maintenance of grade point average (GPA) (Allsopp et al., 2005), improved writing abilities and metacognitive knowledge about writing tasks (Butler, 1995; Butler et al., 2000), ability to identify and recall information (Cooper et al., 201”

    From A rapid review of supports for neurodivergent students in higher education. Implications for research and practice (2024) · cites this paper as Allsopp et al., 2005

Cites

Flagged first, then by citations

Research works printed but not linked: 7

  1. Deshler D. D., 1996, Teaching adolescents with learning disabilities: Strategies and methods
  2. Jordan D. R., 2002, Overcoming dyslexia in children, adolescents, and adults
  3. Lenz B. K., 1996, Teaching strategies to adolescents and adults with learning disabilities
  4. Minskoff E. H., 1998, Learning Disabilities Research & Practice, 13, 15
  5. Minskoff E. H., 2003, Academic success strategies for high school students with learning disabilities and ADHD
  6. Schumaker J. B., 1984, The paraphrasing strategy
  7. Swanson H. L., 2001, Focus on Exceptional Children, 34, 1

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Related

Authors
Allsopp, D. H., Minskoff, E. H., & Bolt, L.
Affiliations
  • University of South Florida (US)
  • James Madison University (US)
Venue
Learning Disabilities Research & Practice
Publisher
SAGE Publications
Published
2005-05
Volume
20
Issue
2
Pages
103-118
ISSN
  • 0938-8982 (ISSN-L)
  • 1540-5826
DOI
10.1111/j.1540-5826.2005.00126.x
OpenAlex
W2003270611
Cited by
119
References
12
Citations by year
2026: 3 · 2025: 4 · 2024: 2 · 2023: 2 · 2022: 2 · 2021: 2 · 2020: 5 · 2019: 1 · 2018: 4 · 2017: 4 · 2016: 12 · 2015: 3 · 2014: 15 · 2013: 8 · 2012: 17
FWCI
6.97
Type
journal article
Language
en
Open access
closed
Licence
journals.sagepub.com/page/policies/text-and-data-mining-license (tdm)
Locations
Learning Disabilities Research and Practice (publishedVersion)
Topics
  • Social Sciences › Safety Research › Disability Education and Employment
  • Social Sciences › Psychology › Developmental and Educational Psychology › Behavioral and Psychological Studies
  • Social Sciences › Education › Collaborative Teaching and Inclusion
Keywords
learning disabilities, attention deficit hyperactivity disorder, university students, strategy instruction, personalized learning, academic performance, graduate student instructors, special education, teacher-student relationship, medication, postsecondary education

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