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The relative effects of university success courses and individualized interventions for students with learning disabilities |
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| Authors: | Maureen J Reed Deborah J Kennett Tanya Lewis Eunice Lund‐Lucas Carolyn Stallberg Inez L Newbold |
| Institution: | 1. Department of Psychology , Ryerson University , Toronto, Canada;2. Department of Psychology , Trent University , Peterborough, Canada;3. Department of Arts‐Learning Success , Ryerson University , Toronto, Canada;4. Disabilities Services , Trent University , Peterborough, Canada;5. Access , Ryerson University , Toronto, Canada |
| 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. |
| Keywords: | attribution style learning disabilities resourcefulness self‐efficacy success course transition |