Supporting Academic Achievement in Individuals with Borderline IQ, ADHD, and Autism: A Case Study on the Impact of Psychosocial Support, IEPs, and Family Involvement — Oak Academic Publishing
Research ArticleOpen AccessGoogle Scholar indexed
Supporting Academic Achievement in Individuals with Borderline IQ, ADHD, and Autism: A Case Study on the Impact of Psychosocial Support, IEPs, and Family Involvement
Christian Psychological Associates, Peoria, Illinois, USA
,
Christian Psychological Associates, Peoria, Illinois, USA
,
The University Hospital of Campus, University of Lome, Lome, Togo
,
Christian Psychological Associates, Peoria, Illinois, USA
1 Christian Psychological Associates, Peoria, Illinois, USA
2 Christian Psychological Associates, Peoria, Illinois, USA
3 The University Hospital of Campus, University of Lome, Lome, Togo
4 Christian Psychological Associates, Peoria, Illinois, USA
This article explores the critical role of psychosocial support, individualized education programs (IEPs), and family dynamics in promoting academic and personal success for individuals with borderline IQ, particularly those diagnosed with ADHD and autism. Through a case study of Anna, a young adult with ADHD, autism, and borderline intellectual functioning, we examine how a combination of neurodevelopmental disorders influences academic outcomes. Key findings emphasize the importance of leveraging strengths such as working memory and decoding skills while addressing challenges in reading comprehension, attention regulation, and social communication. The study highlights the positive impact of tailored IEPs, psychosocial interventions, and strong family involvement in fostering resilience and academic achievement, even in collegiate environments. Additionally, the research underscores the lasting influence of a nurturing home environment on long-term success. The findings advocate for a comprehensive, multidisciplinary approach to supporting individuals with neurodevelopmental disorders, suggesting that a holistic support system is crucial for achieving sustained academic and personal growth.
American Psychiatric Association (APA) (2013). Diagnostic and Statistical Manual of Mental Disord ers (5th ed.). American Psychiatric Publishing.
Baddeley, A. (2000). The Episodic Buffer: A New Component of Working Memory? Trends in Cognitive Sciences, 4, 417-423. https://doi.org/10.1016/s1364-6613(00)01538-2
Barkley, R. A. (2014). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). Guilford Press.
Barkley, R. A. (2015). Attention-Deficit Hyperactivity Disorder: A Handbook for Diagnosis and Treatment (4th ed.). The Guilford Press.
Barkley, R. A., Murphy, K. R., & Fischer, M. (2008). ADHD in Adults: What the Science Says. The Guilford Press.
Baron-Cohen, S., Tager-Flusberg, H., & Cohen, D. J. (2000). Understanding Other Minds: Perspectives from Developmental Cognitive Neuroscience (2nd ed.). Oxford University Press.
Baron‐Cohen, S., Wheelwright, S., Hill, J., Raste, Y., & Plumb, I. (2000). The “Reading the Mind in the Eyes” Test Revised Version: A Study with Normal Adults, and Adults with Asperger Syndrome or High‐functioning Autism. Journal of Child Psychology and Psychiatry, 42, 241-251. https://doi.org/10.1111/1469-7610.00715
Bird, G., & Cook, R. (2013). Mixed Emotions: The Contribution of Alexithymia to the Emotional Symptoms of Autism. Emotion Review, 5, 269-273.
Brown, M., & Lee, S. (2022). Success in College: Academic Accommodations for Students with ADHD and Autism. Journal of Postsecondary Education, 48, 213-227.
Carter, E., & Fields, M. (2018). Psychosocial Support as a Critical Determinant of Success in Individuals with Neurodevelopmental Challenges. Developmental Disabilities Research R eviews, 24, 17-25.
Chevallier, C., Kohls, G., Troiani, V., Brodkin, E. S., & Schultz, R. T. (2012). The Social Motivation Theory of Autism. Trends in Cognitive Sciences, 16, 231-239. https://doi.org/10.1016/j.tics.2012.02.007
Constantino, J. N., & Gruber, C. P. (2012). Social Responsiveness Scale, Second Edition (SRS-2). Western Psychological Services.
Davis, L., & Green, K. (2020). The Role of Home Environment in Long-Term Goal Achievement in Individuals with Borderline IQ and Neurodevelopmental Disorders. Journal o f Developmental Psychology, 56, 784-798.
DuPaul, G. J., Weyandt, L. L., & Janusis, G. M. (2012). ADHD in the Classroom: Effective Intervention Strategies. Theory Into Practice, 50, 35-42. https://doi.org/10.1080/00405841.2011.534935
Fletcher, J. M., & Lyon, G. R. (2001). Learning Disabilities: From Identification to Intervention. The Guilford Press.
Fletcher, J. M., Lyon, G. R., Fuchs, L. S., & Barnes, M. A. (2007). Learning Disabilities: From Identification to Intervention (2nd ed.). The Guilford Press.
Gotham, K., Risi, S., Pickles, A., & Lord, C. (2009). The Autism Diagnostic Observation Schedule (ADOS): Revised Algorithms for Improved Diagnostic Validity. Journal of Autism and Developmental Disorders, 39, 693-705.
Hughes, C., & Dunn, J. (2008). Social Development and Social Understanding in Autism and ADHD. Autism & Developmental Disorders, 38, 854-862.
Johnson, R., Smith, K., & Lee, H. (2021a). Family Involvement and Academic Persistence in Students with Neurodevelopmental Disorders. Journal of Family Psychology, 35, 389-402.
Johnson, S. et al. (2021b). The Role of Family Support in Mental Health and Academic Success in Neurodevelopmental Disorders. Journal of Family Psychology, 35, 253-265.
Jones, A., & Miller, B. (2019a). Improving Literacy Outcomes through IEPs: A Research-Based Approach. Academic Press.
Jones, A., & Miller, B. (2019b). The Impact of Tailored Academic Strategies on Students with Learning Disabilities. Education Research Publishing.
Kooij, J. J. S. et al. (2010). Adult ADHD: Diagnostic Assessment and Treatment. Cambridge University Press.
Lai, M., Lombardo, M. V., & Baron-Cohen, S. (2015). Autism. The Lancet, 383, 896-910. https://doi.org/10.1016/s0140-6736(13)61539-1
Laugesen, B., & Jackson, R. (2017). Supporting Students with ADHD and Autism in Higher Education: A Guide for Instructors. Journal of Postsecondary Education and Disability, 30, 373-388.
López, F., & DuPaul, G. J. (2018). Individualized Education Programs and ADHD: Best Practices for Academic Support. Routledge.
Lord, C., Rutter, M., DiLavore, P. C., Risi, S., Gotham, K. & Bishop, S. (2012). AS-2 Manual (Part I): Modules 1-4. Western Psychological Services.
Martin, L., Roberts, K., & Thompson, J. (2017). Special Education and Academic Achievement: The Role of IEPs. Sage Publications.
Matson, J. L., & Wilkins, J. (2008). Autism Spectrum Disorders: A Handbook for Diagnosis, Interventions, and Research. Springer.
Meltzer, L. (2018). Executive Function in Education: From Theory to Practice (2nd ed.). Guilford Press.
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. (2000). The Unity and Diversity of Executive Functions and Their Contributions to Complex “Frontal Lobe” Tasks: A Latent Variable Analysis. Cognitive Psychology, 41, 49-100. https://doi.org/10.1006/cogp.1999.0734
National Research Council (2001). Educating Children with Autism. National Academy Press.
Paivio, A. (1986). Mental Representations: A Dual Coding Approach. Oxford University Press.
Patel, R., & Sharma, S. (2019). Protective Effects of Nurturing Home Environments on Mental Health and Educational Persistence. Journal of Child and Family Studies, 28, 1253-1267.
Share, D. L. (2008). On the Anglocentricities of Current Reading Research and Practice: The Perils of Overreliance on an “Outlier” Orthography. Psychological Bulletin, 134, 584-615. https://doi.org/10.1037/0033-2909.134.4.584
Shaywitz, S. (2020). Overcoming Dyslexia: A New and Complete Science-Based Program for Reading Problems at Any Level. Knopf.
Shaywitz, S. E., & Shaywitz, B. A. (2008). Paying Attention to Reading: The Neurobiology of Reading and Dyslexia. Development and Psychopathology, 20, 1329-1349. https://doi.org/10.1017/s0954579408000631
Shulman, S., & Wiesel, T. (2015). Parental Involvement in Child Education: Theory, Research, and Practice. Cambridge University Press.
Smith, L., Jones, A., & Brown, M. (2020). The Impact of Psychosocial Interventions on Executive Functioning and Emotional Regulation in Structured Academic Environments. Jou rnal of Educational Psychology, 112, 675-689.
Snowling, M. J. (2000). Dyslexia. Blackwell Publishing.
Sweller, J. (1988). Cognitive Load during Problem Solving: Effects on Learning. Cognitive Science, 12, 257-285. https://doi.org/10.1207/s15516709cog1202_4
Tannock, R. et al. (1995). Processing Speed Deficits and Their Impact on Academic and Functional Performance in Children with Learning Disabilities. Journal of Abnormal Child Psychology, 23, 453-467.
Willcutt, E. G., Doyle, A. E., Nigg, J. T., Faraone, S. V., & Pennington, B. F. (2005). Validity of the Executive Function Theory of Attention-Deficit/Hyperactivity Disorder: A Meta-Analytic Review. Biological Psychiatry, 57, 1336-1346. https://doi.org/10.1016/j.biopsych.2005.02.006
Zimmerman, B. J. (2002). Becoming a Self-Regulated Learner: An Overview. Theory Into Practice, 41, 64-70. https://doi.org/10.1207/s15430421tip4102_2