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
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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“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
Citations
Cites
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Cited by
Sorted by citations
College Students With ADHD: Current Status and Future Directions
DuPaul, G. J., Weyandt, L. L., O'Dell, S. M., & Varejao, M. (2009) · Journal of Attention Disorders · doi:10.1177/1087054709340650 · Cited by 488
ADHD in college students: Developmental findings
Weyandt, L. L., & DuPaul, G. J. (2008) · Developmental Disabilities Research Reviews · doi:10.1002/ddrr.38 · Cited by 186
Developmental Context and Treatment Principles for ADHD Among College Students
Fleming, A. P., & McMahon, R. J. (2012) · Clinical Child and Family Psychology Review · doi:10.1007/s10567-012-0121-z · Cited by 172
Fleming, A. P., McMahon, R. J., Moran, L. R., Peterson, A. P., & Dreessen, A. (2015) · Journal of Attention Disorders · doi:10.1177/1087054714535951 · Cited by 140
College Students With Learning Disability Diagnoses
sparks, R. L., & Lovett, B. J. (2009) · Journal of Learning Disabilities · doi:10.1177/0022219409338746 · Cited by 134
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
- 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
- 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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