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Evaluation of Perception of Learning Skills in the 2-4-8 Manualized Intervention Designed for College Students with Disabilities.

Record Type:	Electronic resources : Monograph/item
Title/Author:	Evaluation of Perception of Learning Skills in the 2-4-8 Manualized Intervention Designed for College Students with Disabilities./
Author:	Rothwell, Caitlin Alyce.
Description:	1 online resource (162 pages)
Notes:	Source: Dissertations Abstracts International, Volume: 84-11, Section: A.
Contained By:	Dissertations Abstracts International84-11A.
Subject:	Social work. -
Online resource:	http://pqdd.sinica.edu.tw/twdaoapp/servlet/advanced?query=30425000click for full text (PQDT)
ISBN:	9798379519636

Evaluation of Perception of Learning Skills in the 2-4-8 Manualized Intervention Designed for College Students with Disabilities.
Rothwell, Caitlin Alyce.

Evaluation of Perception of Learning Skills in the 2-4-8 Manualized Intervention Designed for College Students with Disabilities. - 1 online resource (162 pages)

Source: Dissertations Abstracts International, Volume: 84-11, Section: A.

Thesis (Ph.D.)--The Catholic University of America, 2023.

Includes bibliographical references

Approximately one fifth of college students are eligible for disability accommodations. Federal law mandates that higher education institutions provide reasonable accommodations to college students with disabilities (SWD). With this federally required support, SWD still lack adequate preparation or learning skills important for success in college, face more issues in college, and experience fewer successful outcomes than their non-disabled peers. There are interventions available to SWD, but these interventions only support a small portion of SWD, such as those with ADHD and/or learning disabilities.The 2-4-8 program is a novel intervention created by the author, which was developed with the intent to strengthen college learning skills for all SWD. An initial pilot evaluation, with only data from 2018, indicated that the intervention increased self-perceived college learning skills of SWD. However, this evaluation did not control for any factors known in research to potentially affect the self-perceived college learning skills. This study focused on an expanded evaluation of the 2-4-8 intervention, investigating whether the self-perceived college learning skills of SWD significantly increased from before to after 2-4-8 participation, when the variables of student gender, disability comorbidity, academic seniority, and presence of the COVID-19 pandemic are controlled. This study embodies the Grand Challenges of Social Work initiative of equal opportunity and social justice by providing the needed support to SWD, a recognized marginalized population, to have equal access for success in higher education.This study's hypothesis was tested using a repeated measures analysis of variance (RANOVA). The non-probability sample of SWD who participated in the 2-4-8 intervention showed a significant increase in self-perceived college learning skills from before to after participation in the intervention. The COVID-19 pandemic was the only control variable that significantly affected change in self-perceived college learning skills. The pandemic had a suppressing effect on self-perceived college learning skills; SWD had a smaller increase in self- perceived college learning skills during the COVID-19 pandemic. This finding highlights the theoretical context of the 2-4-8 intervention. Both ecological systems theory and social cognitive learning theory emphasize the impact of the environment on the individual and their learning. The results of this study inform both social work practice with SWD and higher education disability staff on the strengths and weaknesses of the 2-4-8 intervention and its impacts on the self-perceived college learning skills of SWD. This knowledge may be further applied for developing better-targeted support strategies within the 2-4-8 intervention and for planning future evaluation.

Electronic reproduction.
Ann Arbor, Mich. :
ProQuest,
2023

Mode of access: World Wide Web

ISBN: 9798379519636Subjects--Topical Terms:

644197
Social work.
Subjects--Index Terms:

College learning skillsIndex Terms--Genre/Form:

542853
Electronic books.

Evaluation of Perception of Learning Skills in the 2-4-8 Manualized Intervention Designed for College Students with Disabilities.
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504 $a Includes bibliographical references
520 $a Approximately one fifth of college students are eligible for disability accommodations. Federal law mandates that higher education institutions provide reasonable accommodations to college students with disabilities (SWD). With this federally required support, SWD still lack adequate preparation or learning skills important for success in college, face more issues in college, and experience fewer successful outcomes than their non-disabled peers. There are interventions available to SWD, but these interventions only support a small portion of SWD, such as those with ADHD and/or learning disabilities.The 2-4-8 program is a novel intervention created by the author, which was developed with the intent to strengthen college learning skills for all SWD. An initial pilot evaluation, with only data from 2018, indicated that the intervention increased self-perceived college learning skills of SWD. However, this evaluation did not control for any factors known in research to potentially affect the self-perceived college learning skills. This study focused on an expanded evaluation of the 2-4-8 intervention, investigating whether the self-perceived college learning skills of SWD significantly increased from before to after 2-4-8 participation, when the variables of student gender, disability comorbidity, academic seniority, and presence of the COVID-19 pandemic are controlled. This study embodies the Grand Challenges of Social Work initiative of equal opportunity and social justice by providing the needed support to SWD, a recognized marginalized population, to have equal access for success in higher education.This study's hypothesis was tested using a repeated measures analysis of variance (RANOVA). The non-probability sample of SWD who participated in the 2-4-8 intervention showed a significant increase in self-perceived college learning skills from before to after participation in the intervention. The COVID-19 pandemic was the only control variable that significantly affected change in self-perceived college learning skills. The pandemic had a suppressing effect on self-perceived college learning skills; SWD had a smaller increase in self- perceived college learning skills during the COVID-19 pandemic. This finding highlights the theoretical context of the 2-4-8 intervention. Both ecological systems theory and social cognitive learning theory emphasize the impact of the environment on the individual and their learning. The results of this study inform both social work practice with SWD and higher education disability staff on the strengths and weaknesses of the 2-4-8 intervention and its impacts on the self-perceived college learning skills of SWD. This knowledge may be further applied for developing better-targeted support strategies within the 2-4-8 intervention and for planning future evaluation.
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653 $a Students with disabilities
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