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

The DOI matches its Crossref record; 12 of the 12 references it cites were found in a registry or an index.

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

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Citations

Cites

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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Metadata

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 › Education › 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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