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A program evaluation of an academic self -management training as an intervention for post -secondary students with learning disabilities

Peter C Stoll, University of Massachusetts Amherst


Students with learning disabilities are enrolling in post-secondary education programs around the country with increasing numbers. The literature suggests that students with learning disabilities are often unprepared and overly challenged by the academic demands of college. This study introduces three domains of self-management (academic self-understanding, procedural self-management, and content mastery self-management) identified through a focused literature review, and presents an short-term, ten-week long (one session per week), skills based training as an intervention to better prepare students with learning disabilities for post-secondary educational success. Students with learning disabilities from a local college were identified as eligible for this study according to criteria outlined in the methods section of this study, and all eligible and interested students were included in the study. Students were pre and post tested on a set of dependent measures. This study presents a program evaluation using as a before and after design including seven case studies. Confidentiality of all human subjects was in adherence to the ethical research guidelines of the University of Massachusetts, Amherst.

Subject Area

Higher education|Special education|Educational psychology

Recommended Citation

Stoll, Peter C, "A program evaluation of an academic self -management training as an intervention for post -secondary students with learning disabilities" (2003). Doctoral Dissertations Available from Proquest. AAI3110556.