Roffman A J, Herzog J E, Wershba-Gershon P M
Threshold Program, Lesley College in Cambridge, Massachusetts.
J Learn Disabil. 1994 Aug-Sep;27(7):413-9. doi: 10.1177/002221949402700702.
This study evaluated the effectiveness of an Understanding Learning Disabilities (ULD) course designed to promote self-understanding and self-advocacy skills in young adults with learning disabilities (LD) functioning in the low-average range intellectually. Nineteen first-year students with LD at the Threshold Program at Lesley College received 15 hours of training throughout one semester. Seventeen first-year students with LD at the Para-Educator Center at New York University served as the control group. Both a paper-and-pencil questionnaire and a role-play interview were used as pre- and postassessments. Results of ANOVAs performed on posttest questionnaire and interview scores support the effectiveness of the ULD course in expanding students' knowledge base regarding their learning disabilities and teaching them to apply their self-understanding in a social context. Moreover, students' performance on the questionnaire was an effective predictor of future work adjustment 1 year later. Significant correlates of ULD performance include IQ, academic achievement, and vocational functioning.
本研究评估了一门“理解学习障碍”（ULD）课程的有效性，该课程旨在提高智力处于低平均水平的学习障碍（LD）青年成人的自我理解和自我维权技能。莱斯利学院门槛项目的19名患有学习障碍的一年级学生在一个学期内接受了15小时的培训。纽约大学辅助教育中心的17名患有学习障碍的一年级学生作为对照组。一份纸笔问卷和一次角色扮演访谈被用作前后评估。对测试后问卷和访谈分数进行的方差分析结果支持了ULD课程在扩展学生关于其学习障碍的知识库以及教导他们在社会环境中应用自我理解方面的有效性。此外，学生在问卷上的表现是一年后未来工作调整的有效预测指标。ULD表现的显著相关因素包括智商、学业成绩和职业功能。
