Does diagnosis impact change in self-perception of college learning skills for students with disabilities participating in the 2-4-8 intervention?
Project Description:
This study examines potential differences in the change in S-PCLS for students with disabilities (SWD) who participated in the 2-4-8 intervention between 2018-2021 and completed IRB-approved surveys on S-PCLS before and after intervention participation. Because SWD could belong to more than one diagnosis category, a latent class analysis was conducted. It revealed that SWD belonged to two separate groups based on disability: one group had a higher likelihood of ADHD and/or learning disabilities; the other was more likely to have other diagnoses. A repeated analysis of variance found that while there was a significant increase in S-PCLS from before to after participating in the intervention (F = 4.48, p = .037), the factors of gender (F=1.89, p >.05) diagnostic group (F=1/46, p >.05), not their interaction (F=1.89, p>.05) did not significantly affect this change. While there are distinct differences, all SWD based on the individual's strengths, functional limitations, and diagnoses, all SWD may be able to benefit from the same intervention, such as the 2-4-8 intervention.
Core Function(s):
Training Trainees, Continuing Education/Community Training, Other Direct/Model Services
Area of Emphasis
Education & Early Intervention
Target Audience:
Community Trainees / Short term trainees, Professionals and Para-Professionals, Adults with Disabilities
Unserved or Under-served Populations:
Disadvantaged Circumstances, Specific Groups
Primary Target Audience Geographic Descriptor:
Another State, Single-County, State, Regional
COVID-19 Related Data:
N/A
