ERIC Number: EJ1023497
Record Type: Journal
Publication Date: 2013
Abstractor: As Provided
Reference Count: 39
Supporting Self-Regulated Learning for College Students with Asperger Syndrome: Exploring the "Strategies for College Learning" Model
Ness, Bryan M.
Mentoring & Tutoring: Partnership in Learning, v21 n4 p356-377 2013
In this study, I piloted the feasibility, effects, and perceived acceptability of a peer mentoring intervention targeting academic achievement and self-regulated learning (SRL) for three college students with Asperger syndrome. The approach, dubbed Strategies for College Learning (SCL), features individualized assessment of academic performance in target courses and direct instruction of learning and self-regulation strategies under the provision of a peer mentor. The pilot study resulted in successful implementation of SCL and the acquisition of numerous learning strategies among participants. Qualitative data indicated participants felt SCL was both useful and acceptable. As the incidence of autism spectrum disorders increases, so has the need to accommodate students with highly individualized learning needs. The pilot is among the first to explore peer mentoring as an approach at bolstering SRL and academic achievement for college students with Asperger syndrome. The limitations of the study are discussed as well as implications for future research and practice.
Descriptors: College Students, Higher Education, Asperger Syndrome, Self Control, Mentors, Peer Teaching, Peer Relationship, Learning Strategies, Intervention, Outcomes of Education, Measures (Individuals), Case Studies, Grade Point Average, Student Attitudes, Qualitative Research
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Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Authoring Institution: N/A