Pub Date : 2017-03-16DOI: 10.18666/LDMJ-2017-V22-I1-7932
Nancy K. Meyer, Emily C. Bouck
Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the effectiveness of live and TTS read-aloud accommodations on reading comprehension and task completion time for four secondary students with learning disabilities in reading. Compared to reading independently during baseline, neither live nor TTS read-aloud accommodations increased comprehension to sufficient levels of proficiency, suggesting read-alouds alone are not sufficient to support adolescents with learning disabilities. The lack of effect of one read-aloud intervention over the other also suggested teachers need to determine whether read-alouds are appropriate for students with learning disabilities on an individual basis, based on personal preferences, needs, and strengths. Subscribe to LDMJ
{"title":"Read-Aloud Accommodations, Expository Text, and Adolescents With Learning Disabilities","authors":"Nancy K. Meyer, Emily C. Bouck","doi":"10.18666/LDMJ-2017-V22-I1-7932","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7932","url":null,"abstract":"Adolescents with learning disabilities in reading have difficulties with reading and understanding difficult gradelevel curricular material. One frequently used method of support is using read-aloud accommodations, which can be live read-alouds or text-to-speech (TTS) read-alouds. A single case alternating treatment design was used to examine the effectiveness of live and TTS read-aloud accommodations on reading comprehension and task completion time for four secondary students with learning disabilities in reading. Compared to reading independently during baseline, neither live nor TTS read-aloud accommodations increased comprehension to sufficient levels of proficiency, suggesting read-alouds alone are not sufficient to support adolescents with learning disabilities. The lack of effect of one read-aloud intervention over the other also suggested teachers need to determine whether read-alouds are appropriate for students with learning disabilities on an individual basis, based on personal preferences, needs, and strengths. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"34 1","pages":"34-47"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74027804","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-16DOI: 10.18666/LDMJ-2017-V22-I1-7973
H. Rice
The purpose of this research was to explore parent perceptions concerning their involvement in their children’s special education. The goal of this study was to better understand why some parents become involved while others donot. Survey methodology was utilized to determine parent perceptions of (a) levels of parent and children’s participation in home literacy activities, (b) levels of parent efficacy, and (c) parent viewpoints of their responsibilities in the homeschool relationship. Participants in this study consisted of 49 parents of elementary-aged children diagnosed with specific learning disabilities, and included six elementary schools from two school districts, one rural and one urban district. Descriptive statistics and correlational analysis were utilized. Participants provided demographic/background information and completed a modified version of the Likert-type survey known as the “Parent Survey of Family and Community Involvement in the Elementary and Middle Grades.” Results indicate a strong positive correlation between parent literacy activities and at home child literacy activities and a correlation between parent efficacy and parent involvement at school. Subscribe to LDMJ
{"title":"Parent Perceptions of Parent Involvement With Elementary-Aged Students With Learning Disabilities","authors":"H. Rice","doi":"10.18666/LDMJ-2017-V22-I1-7973","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7973","url":null,"abstract":"The purpose of this research was to explore parent perceptions concerning their involvement in their children’s special education. The goal of this study was to better understand why some parents become involved while others donot. Survey methodology was utilized to determine parent perceptions of (a) levels of parent and children’s participation in home literacy activities, (b) levels of parent efficacy, and (c) parent viewpoints of their responsibilities in the homeschool relationship. Participants in this study consisted of 49 parents of elementary-aged children diagnosed with specific learning disabilities, and included six elementary schools from two school districts, one rural and one urban district. Descriptive statistics and correlational analysis were utilized. Participants provided demographic/background information and completed a modified version of the Likert-type survey known as the “Parent Survey of Family and Community Involvement in the Elementary and Middle Grades.” Results indicate a strong positive correlation between parent literacy activities and at home child literacy activities and a correlation between parent efficacy and parent involvement at school. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"10 1","pages":"61-73"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"89792482","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-16DOI: 10.18666/LDMJ-2017-V22-I1-7877
Amela Einat
Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to reveal such potential and strategic, therapeutic, and pedagogical strategies for realizing it. However, despite the large volume of research, there has been no examination to date of the emotional impact of the continual fluctuations between success and failure created by such gaps, and its implications for the development of self among these individuals. The purpose of the present research, which was based on a qualitative approach and semi-structured interviews with 22 adult art students with learning disabilities and high intellectual ability, was to examine the perceived relationship between this dissonance and the self-perception. Major findings include extreme fluctuations in the learning experience of the participants play a major role, such fluctuations have significant effects on participants’ emotional and behavioral worlds, and fluctuations in the learning experience of students with learning disabilities and high intellectual ability have critical implications on their overall self-perceptions. The conclusions and implications are discussed extensively. Subscribe to LDMJ
{"title":"The Perceived Impact of Unstable Gaps between Academic Ability and Performance on the Self-Image of Students With Learning Disabilities","authors":"Amela Einat","doi":"10.18666/LDMJ-2017-V22-I1-7877","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7877","url":null,"abstract":"Disparities among the different abilities of students with learning disabilities have attracted extensive research. The attention has largely focused on how low abilities mask good or high potential intellectual level, and the resulting frustration. Correspondingly, the literature has also concentrated on the methods of detection required to reveal such potential and strategic, therapeutic, and pedagogical strategies for realizing it. However, despite the large volume of research, there has been no examination to date of the emotional impact of the continual fluctuations between success and failure created by such gaps, and its implications for the development of self among these individuals. The purpose of the present research, which was based on a qualitative approach and semi-structured interviews with 22 adult art students with learning disabilities and high intellectual ability, was to examine the perceived relationship between this dissonance and the self-perception. Major findings include extreme fluctuations in the learning experience of the participants play a major role, such fluctuations have significant effects on participants’ emotional and behavioral worlds, and fluctuations in the learning experience of students with learning disabilities and high intellectual ability have critical implications on their overall self-perceptions. The conclusions and implications are discussed extensively. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"83 1","pages":"48-60"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84029176","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-16DOI: 10.18666/LDMJ-2016-V22-I1-7991
M. Burns, Kathrin E. Maki, Abbey C. Karich, Melissa Coolong-Chaffin
The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions, summarizing, clarifying, and predicting. Responses to a post-reading interview were coded to identify how well the students implemented the strategies, and this information was then used to provide performance feedback to the students. The use of the comprehension strategies and subsequent reading comprehension increased after receiving the feedback. Directions for practice and future research are included. Subscribe to LDMJ
{"title":"Using Performance Feedback of Reciprocal Teaching Strategies to Increase Reading Comprehension Strategy Use With Seventh Grade Students With Comprehension Difficulties","authors":"M. Burns, Kathrin E. Maki, Abbey C. Karich, Melissa Coolong-Chaffin","doi":"10.18666/LDMJ-2016-V22-I1-7991","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V22-I1-7991","url":null,"abstract":"The current study used a multiple-baseline design to examine the effect of providing performance feedback on comprehension strategy use and reading comprehension. The participants were four seventh grade students with comprehension difficulties. The students were taught the reciprocal teaching comprehension strategies of generating questions, summarizing, clarifying, and predicting. Responses to a post-reading interview were coded to identify how well the students implemented the strategies, and this information was then used to provide performance feedback to the students. The use of the comprehension strategies and subsequent reading comprehension increased after receiving the feedback. Directions for practice and future research are included. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"7 1","pages":"21-33"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88228821","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-16DOI: 10.18666/LDMJ-2017-V22-I1-7961
Laura S. Clarke, Dusty Columbia Embury, C. Knight, J. Christensen
The evolution of language speaks to our values as a society and our understanding of each other as humans making contributions to society. Using people-first language demonstrates a respect for the personhood of people with disabilities, but often professionals are at a loss as to which words to use. This primer shares the ideology behind people-first language and includes a step-by-step guide to using people-first language for IDEA disability categories. Subscribe to LDMJ
{"title":"People-First Language, Equity, and Inclusion: How Do We Say It, and Why Does It Matter?","authors":"Laura S. Clarke, Dusty Columbia Embury, C. Knight, J. Christensen","doi":"10.18666/LDMJ-2017-V22-I1-7961","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7961","url":null,"abstract":"The evolution of language speaks to our values as a society and our understanding of each other as humans making contributions to society. Using people-first language demonstrates a respect for the personhood of people with disabilities, but often professionals are at a loss as to which words to use. This primer shares the ideology behind people-first language and includes a step-by-step guide to using people-first language for IDEA disability categories. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"199 1","pages":"74-79"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"83463949","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-03-16DOI: 10.18666/LDMJ-2017-V22-I1-7668
A. Anderson, Katherine A. Berry
This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students’ responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students’ linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students’ oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students’ oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students’ unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. Subscribe to LDMJ
{"title":"Tableau's Influence on the Oral Language Skills of Students with Language-Based Learning Disabilities.","authors":"A. Anderson, Katherine A. Berry","doi":"10.18666/LDMJ-2017-V22-I1-7668","DOIUrl":"https://doi.org/10.18666/LDMJ-2017-V22-I1-7668","url":null,"abstract":"This study examined the influence of tableau on the expressive language skills of three students with language-based learning disabilities in inclusive urban fourth-grade English language arts (ELA) classroom settings. Data were collected on linguistic productivity, specificity, and narrative cohesion through analysis of students’ responses to oral story recall tasks following tableau lessons (n = 30), in comparison to conventional ELA lessons (n = 30). Measures of students’ linguistic productivity and specificity included mean rate of use for different words, total words, and literate language features per utterance. Narrative cohesion was measured by mean frequency of cohesive elements in students’ oral retellings. Findings showed increased linguistic productivity, specificity, and cohesion in students’ oral retellings following tableau, as compared to conventional ELA lessons. Individual student findings across tableau and conventional ELA lessons indicated that students’ unique language profiles influenced their gains in linguistic productivity, specificity, and cohesion. Implications for future research and practice are discussed. Subscribe to LDMJ","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"1 1","pages":"1-20"},"PeriodicalIF":1.6,"publicationDate":"2017-03-16","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84246140","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-11DOI: 10.18666/LDMJ-2016-V21-I2-7582
Gregory Taylor, Casey Hord
An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with learning disabilities. Areas of strength are noted, including the use of color-coded equations, teacher demos, visual learning, and inquiry-based labs. It was determined that situations likely to create difficulties for students with learning disabilities include a heavy emphasis on reading and fast-paced, verbally demanding, discussion-based activities.
{"title":"An Exploratory Analysis of a Middle School Science Curriculum: Implications for Students With Learning Disabilities","authors":"Gregory Taylor, Casey Hord","doi":"10.18666/LDMJ-2016-V21-I2-7582","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7582","url":null,"abstract":"An exploratory study of a middle school curriculum directly aligned with the Next Generation Science Standards was conducted with a focus on how the curriculum addresses the instructional needs of students with learning disabilities. A descriptive analysis of a lesson on speed and velocity was conducted and implications discussed for students with learning disabilities. Areas of strength are noted, including the use of color-coded equations, teacher demos, visual learning, and inquiry-based labs. It was determined that situations likely to create difficulties for students with learning disabilities include a heavy emphasis on reading and fast-paced, verbally demanding, discussion-based activities.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"44 1","pages":"1-13"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74221086","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-11DOI: 10.18666/LDMJ-2016-V21-I2-7349
Daniel C. Miller, D. Maricle, Alicia M. Jones
Processing Strengths and Weaknesses (PSW) models have been proposed as a method for identifying specific learning disabilities. Three PSW models were examined for their ability to predict expert identified specific learning disabilities cases. The Dual Discrepancy/Consistency Model (DD/C; Flanagan, Ortiz, & Alfonso, 2013) as operationalized by the Cross Battery Assessment Software (X-BASS; Ortiz, Flanagan & Alfonso, 2015), the Concordance-Discordance Model (C-DM; Hale & Fiorello, 2004), and the Psychological Processing Analyzer software (PPA v3.1; Dehn, 2015b) were evaluated. The DD/C approach as represented with the X-BASS system had a 100% agreement with the expert panel in the identification of specific learning disabilities and non-specific learning disabilities cases. The C-DM model was more conservative, identifying only 45% of the specific learning disabilities cases. The PPA software was too limited to be used in the study and is not recommended for use in identifying specific learning disabilities via a PSW approach. Although more research is needed, the results of this study would suggest that the DD/C and X-BASS provide the greatest utility for a PSW approach to identifying specific learning disabilities.
{"title":"Comparing Three Patterns of Strengths and Weaknesses Models for the Identification of Specific Learning Disabilities","authors":"Daniel C. Miller, D. Maricle, Alicia M. Jones","doi":"10.18666/LDMJ-2016-V21-I2-7349","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7349","url":null,"abstract":"Processing Strengths and Weaknesses (PSW) models have been proposed as a method for identifying specific learning disabilities. Three PSW models were examined for their ability to predict expert identified specific learning disabilities cases. The Dual Discrepancy/Consistency Model (DD/C; Flanagan, Ortiz, & Alfonso, 2013) as operationalized by the Cross Battery Assessment Software (X-BASS; Ortiz, Flanagan & Alfonso, 2015), the Concordance-Discordance Model (C-DM; Hale & Fiorello, 2004), and the Psychological Processing Analyzer software (PPA v3.1; Dehn, 2015b) were evaluated. The DD/C approach as represented with the X-BASS system had a 100% agreement with the expert panel in the identification of specific learning disabilities and non-specific learning disabilities cases. The C-DM model was more conservative, identifying only 45% of the specific learning disabilities cases. The PPA software was too limited to be used in the study and is not recommended for use in identifying specific learning disabilities via a PSW approach. Although more research is needed, the results of this study would suggest that the DD/C and X-BASS provide the greatest utility for a PSW approach to identifying specific learning disabilities.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"4 1","pages":"31-45"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78431096","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-11DOI: 10.18666/LDMJ-2016-V21-I2-7722
T. Hudson, R. G. McKenzie
Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for special education. In the present study, the authors surveyed District Directors of Special Education in selected states to determine whether guidelines or policies were present to govern referrals for a comprehensive evaluation and how long a student may remain in RTI tiers before referral or eligibility determination. The extent to which districts permit individual schools to enact their own policies was also investigated. Results indicate that (a) RTI is often used to identify specific learning disabilities without clear guidelines, (b) many aspects of RTI are implemented without being communicated within state and district administrative levels, and (c) RTI is the required specific learning disability assessment determinant in a significant percentage of districts in states that allow that choice. Implications for future research and practice are discussed.
{"title":"The Impact of RTI on Timely Identification of Students with Specific Learning Disabilities.","authors":"T. Hudson, R. G. McKenzie","doi":"10.18666/LDMJ-2016-V21-I2-7722","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7722","url":null,"abstract":"Response to Intervention (RTI) has become the gateway to identification for many students with specific learning disabilities. Those include students in the 17 states that require RTI as the source of eligibility data as well as many students in the 33 states that allow districts to choose RTI among other options (e.g., discrepancy). There is concern that the use of RTI may infringe on due-process protections and child-find responsibilities. Specifically, the number of days students must remain in RTI may delay their referral for comprehensive evaluation and, hence, potential eligibility for special education. In the present study, the authors surveyed District Directors of Special Education in selected states to determine whether guidelines or policies were present to govern referrals for a comprehensive evaluation and how long a student may remain in RTI tiers before referral or eligibility determination. The extent to which districts permit individual schools to enact their own policies was also investigated. Results indicate that (a) RTI is often used to identify specific learning disabilities without clear guidelines, (b) many aspects of RTI are implemented without being communicated within state and district administrative levels, and (c) RTI is the required specific learning disability assessment determinant in a significant percentage of districts in states that allow that choice. Implications for future research and practice are discussed.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"31 1","pages":"46-58"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74102616","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2016-11-11DOI: 10.18666/LDMJ-2016-V21-I2-7127
M. Fleming, Guillermo Wated
The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale adapted for the current study from May and Stone’s (2010) perceived learning disabilities stigma scale followed by Zimmerman and Kitsantas’ (2007) Self-efficacy For Learning Abridged Form (SELF-A ). Results indicated that there was no relationship between perceived stigma and academic performance. However, self-efficacy was positively correlated with academic performance. Results also indicated that Caucasian, non-Hispanic students reported the highest levels of academic self-efficacy whereas Hispanic students reported the lowest levels. Furthermore, students with learning disability alone reported the highest cumulative GPAs, while those with learning disability and comorbid ADHD reported the lowest. Implications of this study point to the importance of understanding the role of perceived stigma and self-efficacy on the academic performance of students with learning disability and ADHD. This information can benefit researchers, educators, and counselors as they strive to understand possible limitations of students with learning disability/ADHD and devise strategies to support them both academically and psychologically.
{"title":"The Impact of Academic Self-Efficacy and Perceived Stigma on the Performance of Students with Learning Disabilities.","authors":"M. Fleming, Guillermo Wated","doi":"10.18666/LDMJ-2016-V21-I2-7127","DOIUrl":"https://doi.org/10.18666/LDMJ-2016-V21-I2-7127","url":null,"abstract":"The purpose of the present study was to investigate the mediating role of perceived stigma in the relationship between academic self-efficacy and academic performance among college students with learning disabilities and/or ADHD. Seventy-four college-aged participants with diagnosed learning disability or ADHD completed a perceived stigma scale adapted for the current study from May and Stone’s (2010) perceived learning disabilities stigma scale followed by Zimmerman and Kitsantas’ (2007) Self-efficacy For Learning Abridged Form (SELF-A ). Results indicated that there was no relationship between perceived stigma and academic performance. However, self-efficacy was positively correlated with academic performance. Results also indicated that Caucasian, non-Hispanic students reported the highest levels of academic self-efficacy whereas Hispanic students reported the lowest levels. Furthermore, students with learning disability alone reported the highest cumulative GPAs, while those with learning disability and comorbid ADHD reported the lowest. Implications of this study point to the importance of understanding the role of perceived stigma and self-efficacy on the academic performance of students with learning disability and ADHD. This information can benefit researchers, educators, and counselors as they strive to understand possible limitations of students with learning disability/ADHD and devise strategies to support them both academically and psychologically.","PeriodicalId":42442,"journal":{"name":"Learning Disabilities-A Multidisciplinary Journal","volume":"14 1","pages":"59-66"},"PeriodicalIF":1.6,"publicationDate":"2016-11-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84492787","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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