Cognitive Training with 'Project Evo' (2015)

Cognitive brain training has received a great deal of attention recently as several companies market games designed to improve brain health and cognitive function. While this type of intervention shows promise, much of what is currently available in the market has not been adequately vetted and many marketing claims have not been clinically validated. The Landmark College Institute for Research and Training (LCIRT) has therefore been interested in researching the validity of the most promising interventions in this field. Following a successful pilot project this past year, LCIRT is conducting a follow-up study to explore the effectiveness of ‘Project Evo’, a game designed to improve cognitive function. ‘Project Evo’ is based on ‘Neuro-racer’ a prototype game developed by the Adam Gazzaley Lab at UCSF. Research at Landmark College this coming year will investigate whether students with LD, ADHD, and/or ASD show significant gains on measures of attention and academic performance as a result of a 4 week intervention using ‘Project Evo’.

Advising as an intervention for students with ADHD (2015)

An innovative approach to academic advising is proposed as an intervention for college students with Attention Deficit Hyperactivity Disorder (ADHD). The advising model proposed uses a student-centered developmental approach that included specific elements of coaching, such as open ended questioning, creating a safe space for students’ difficulties with self-regulation, and holding students accountability for their actions. Five students with ADHD were tracked weekly over a semester, as they met with their advisor to provide added insight on this hybrid model of advising. Overall student perception and advisor perception regarding academic progress, commitment to academic goals, and progress towards outcomes were examined to determine the efficacy of such an approach for college students with ADHD. Given the ubiquitous nature of academic advising on college campuses, such a hybrid model of advising can have significant impact on graduation and retention of some students with ADHD, who might otherwise drop out of college, despite necessary competencies for postsecondary success.

This project was a collaboration between LCIRT's Dr. Manju Banerjee and Landmark College academic advisor Kathy D'Alessio. Publication of the results from this project are scheduled to appear in the Journal of Postsecondary Education and Disability (JPED).

Sleep Study (2015-2017)

In partnership with University of North Carolina, Charlotte – Dr. Jane Gaultney and Dr. Hannah Peach. Survey of sleep habits and patterns over two years of college students with and without LD. This project started in March 2015.

Mindset Study (2015)

In partnership with Director of Short Term program, this research will investigate the effect of a mindset shift intervention on High School program students’ perception of mindset flexibility, hard work and constructive criticism.

Cognition and Exercise (2015-2016)

This project is in partnership with the Physical Education department at Landmark College. This is a pilot project to examine the potential effects of exercise on cognitive and academic achievement. The project involves testing students in a battery of cognitive executive function tasks, and measuring academic outcomes, before and after a vigorous exercise regime, compared to a group not as engaged in physical activity. 

Postsecondary Documentation Guidelines (2014)

A key issue in fostering transition to postsecondary education for students with disabilities is documentation verifying the nature of the disability and supporting the need for services and reasonable accommodations. Documentation guidelines assist postsecondary disability service providers in making decisions about eligibility and reasonable accommodations. However, documentation is often varied in scope, comprehensiveness, and quality, requiring a great deal of professional judgment during the review process. This study examined service provider decision-making when presented with documentation of learning disability with varying levels of information. Results indicated service providers’ value comprehensive Objective Evidence, but importance of the data used in decision-making varied by demographic variables, such as years of experience and type of training in reviewing disability documentation. Implications for practice are addressed.

Article published in Learning Disability Quarterly. Read the full article online for free.

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ADHD and Support Services (2012-2015)

A collaborative team of researchers from the Landmark College Institute for Research and Training (LCIRT) and Dr. George Dupaul’s research team at Lehigh University is examining several years of archival data from Landmark College’s databases as part of a study on the effectiveness of support services for students with ADHD. The team has been working on the data since 2012 and has completed the task of extracting and coding the data in preparation for Hierarchical Linear Modeling analysis.

A preliminary visual analysis of the data shows differences in the effectiveness of various support services for this student population with some indication that long-term coaching support can lead to significant improvements in student performance. The long-term goal of this project is to provide data that can be used to better customize both the timing and nature of student supports based on individual student profiles.

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For additional information:

Landmark College Institute
for Research and Training