Article 19:
Using the LASSI in a Post-Secondary College Transition Program for Students with Learning Disabilities and Other Cognitive Disorders
by Sharon Moukperian, Niagara College &
Vera E. Woloshyn, Brock University

The Ontario Government has acknowledged the importance of post-secondary transition programs in ensuring learners with optimal opportunities for learning success (College Committee on Disabilities Issues, 2001). Accordingly, the Ontario Government has allocated additional resources to postsecondary institutions to host summer transition programs for students who experience learning challenges. In 2006, a collaborative partnership between the Centre for Students with Disabilities (Niagara College) and the Reading Clinic (Brock University) was established with the intent of developing and implementing an innovative college-based summer transition program for students with identified learning disabilities (LD), other cognitive and emotional disorders, as well as general learning difficulties. For the college, providing academic programming for such a diverse group of students (e.g., learning disabilities, attention deficit/hyperactivity disorder, mild intellectual deficit, Asperser’s syndrome, spina bifida, depression and anxiety disorder) was a relatively new process but one that was deemed as critical and responsive to the needs of its students. 

Briefly, the primary purpose of the summer transition program was to prepare students for success in the postsecondary environment and provide them with relevant learning strategies and skills. As part of this preparation, we believed that students needed to be aware of their general cognitive or learning profile including their areas of strengths and needs. Critical to this profile was an analysis of the learning strategies and skills that they already possessed and used efficiently, those that they possessed but required more focused attention applying consistently, and those that required further development or accommodation. To this end, the Reading Clinic completed an intensive reading, writing, and study skills assessment, including the LASSI, for each student prior to entering the summer transition program.

The results of the assessment were used to provide critical feedback about students' academic profiles to the faculty and staff planning and delivering the summer transition program as well as working with the students for the remainder of the academic year. The results of the academic profile facilitated college staff's abilities to develop individualized targeted instruction that capitalized on students' learning strengths and provided sensitivities to their areas of need. The use of the LASSI as part of this assessment, however, was not without question, especially during the first few years of the program. Specifically, we were uncertain about whether the participating students would possess sufficient metacognitive awareness and self-reflection abilities to respond appropriately and accurately to the LASSI. Students with learning difficulties and other exceptionalities are often challenged to learn from previous experience, formulate appropriate action plans and follow through on their execution (Hall, Smith, & Chia, 2008; Gropper & Tannock, 2009; Reaser, Prevatt, Petscher, & Proctor, 2007).

The two-week summer transition program focused on providing students with explicit instruction (Cano, 2006; Tinnesz, Ahuna, & Kiener, 2006; Woloshyn, Elliott & Kaucho, 2001) in areas overlapping with the LASSI subscales including note taking, studying, organization and time management. This instruction was provided through a series of mini-lectures and hands-on activities where students were engaged in simulations reflective of college-level instruction and the challenges and demands associated of upcoming academic year. For instance, students participated in lecture simulations, examination preparations and essay writing. Such simulations allowed students to develop realistic expectations about the demands of their academic programs and their abilities to meet these challenges within a relatively, risk-free environment. Most importantly, these sessions also provided students with a "hook" on which to reflect on the findings of their academic profiles (learning assessments) including the LASSI.

In order to further minimize students' anxieties and uncertainties about the upcoming academic year, they were also provided with an orientation to the college campus and provided with advanced copies of their course syllabi and materials including textbooks.  Students also received training in the use of relevant assistive technologies such as text readers (Kurzweil, 3000). As with the other simulations, these sessions also provided a critical experience for subsequent instruction about the integration of effective learning and study skills with assistive technologies.

At the end of the program, students meet with their learning strategists to debrief formally about the results of their learning assessment including the LASSI and to develop a learning plan for the upcoming academic year. Central to this plan were many of the identified learning strategies and study skills introduced during the summer transition program. We believed that the familiarity students acquired in the use of these strategies and skills throughout the summer session would be instrumental to their abilities to use them throughout the academic year. Students also completed the LASSI for a second time at the end of the first term, in part, so that they could compare their summer and current profiles. The results of the second assessment were also used to reinforce students' existing programming and/or further develop and modify academic plans and accommodations as required.

Collectively, the evidence supports the conclusion that these students completed the summer transition program and their subsequent academic year successfully. Incidental feedback from students indicated that they felt well prepared to begin the academic year, expressing confidence in their ability to organize and respond to the demands of their academic programs, "I did my best and my marks surprised me because I did so well," "I still did good because I went and found help to help me with my problems," and "I knew the steps to make me successful".  Students continued to demonstrate academic success throughout the remainder year, providing evidence of using the specific learning strategies and study skills advocated in the summer transition program including advanced organizers, prior knowledge activation, skimming and scanning. The majority of students availed themselves to the resources and supports provided by the college, consulting with their learning strategists and assistive technologists on a weekly or bi-weekly basis. Midterm progress reports indicated that students in the summer transition program were performing at a 'satisfactory' level (i.e., satisfactory, unsatisfactory, not attending) or better in 90% or more of their courses. Analysis of their year-end academic transcripts revealed that 80% of the summer transition students completed their academic year successfully. Of those who experienced academic difficulty, 9% chose to enter another program versus withdraw from the college, with the college boasting an impressive 83% retention rate across all its summer transition program participants (of the 17% who left college before graduating, 1.7% cited mental health issues, 3.4% were asked to leave, and 12% claimed academic and/or financial difficulties).

Exploring students' beliefs and perceptions about their preparedness to complete their college program, willingness to access relevant college supports and overall academic behaviours provided us with relevant insights about how to support, sustain, and retain such students. The LASSI was used to help students increase self-awareness and formulate appropriate action plans. Self-determination is the combination of skills and beliefs that allow individuals to understand their strengths and weaknesses while perceiving themselves as capable. It allows self-regulation, goal-orientation, and autonomy (Field, Sarver, & Shaw, 2003). However, students' inaccurate perceptions and expectations for their learning can inhibit such strategic processing, motivation, and engagement and lower students' overall level of self-determination (Alvarez & Risko, 2009).  In retrospect, we realized that we used the LASSI as a tool to assist these beginning college students to examine their self-determination as it related to learning strategies and study skills. Using the LASSI also enabled the learning strategists and assistive technologists to provide students with additional instructional supports that complemented their identified areas of strength while being sensitive learning needs.

Today the summer transitional program continues to grow and thrive. Within the context of this program, the LASSI has provided valuable insights to educational professionals charged with supporting the academic success of students who learn differently. We strongly encourage other educators to use this valuable tool.

References
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Cano, F. (2006). An in depth analysis of the learning and study strategies inventory (LASSI). Educational and Psychological Measurement, 66(6), 1023-1038.

College Committee on Disability Issues. (2001). Orientation for success: A resource guide for college representatives of the college committee on disability issues. Retrieved July 14, 2006, from http://www.disabilityissues.ca/resources.html.

Field, S., & Hoffman, A. (1994). Development of a model for self-determination. Career Development for Exceptional Individuals, 17, 159-169.

Field, S., Sarver, M., & Shaw, S. (2003). Self-determination: A key to success in postsecondary education for students with learning disabilities. Remedial and Special Education, 24(6), 339-349.

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Reaser, A., Prevatt, F., Petscher, Y., & Proctor, B. (2007). The learning and study strategies with college students with ADHD. Psychology in the Schools, 44(6), 627-638.

Tinnesz, C.G., Ahuna, K.H., & Kiener, M. (2006). Toward college success: Internalizing active and dynamic strategies. College Teaching, 54(4), 302-306.

Weinstein, C.E., Schulte, A.C., & Palmer, R.D. (1988). Overview of learning and study skills inventory.  Retrieved April 27 2009 from http://www.hhpublishing.com/_assessments/LASSI/index.html

Weinstein, C.E., & Palmer, D.R. (2002). Learning and Study Strategies Inventory (LASSI): Users Manual (2nd ed.). Clearwater, FL: H & H Publishing.

Woloshyn, V.E., Elliott, A., & Kaucho, S. (2001).  So what exactly is explicit strategy instruction? A review of eight critical teaching steps. The Reading Professor, 24(1), 66-114.

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