The Effects of Instruction in a Paired Associates Learning Strategy as an Intervention for College Students with Learning Disabilities

A multiple probe across subjects design was used to evaluate the effectiveness of instruction in a Paired Associates Strategy provided to nine college students with teaming disabilities on their ability to identify and recall important information from textbooks. Students received instruction in the strategy in the context of an on-campus disability support service center. Results of the study indicated that instruction in the Paired Associated Strategy improved students' ability to identify important information from textbooks, create study cards, and to recall that information in testing situations. Instructional data are presented as well as implications for future research and campus practices.