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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