Related Resources on the LD@school Website
Access the following LD@school resources to deepen your understanding of the needs of secondary school students with learning disabilities.
Click here to read the evidence-based article “Activated Learning for Students with Learning Disabilities: A Mainstream, Whole-Class, Executive Function Intervention that is Necessary for Some and Good for All”
Alduncin, N., Huffman, L.C., Feldman, H.M., & Loe, I.M. (2014). Executive function is associated with social competence in preschool-aged children born preterm or full term. Early Human Development 90.6 299-306.
Amdurer, E., Boyatzis, R.E., Saatcioglu, A., Smith, M.L., & Taylor, S.N. (2014). Long term impact of emotional, social and cognitive intelligence competencies and GMAT on career and life satisfaction and career success. Frontiers in Psychology 5.
Barnes, V.A., Davis, H.C., Murzynowski, J.B., & Treiber, F.A. (2004). Impact of meditation on resting and ambulatory blood pressure and heart rate in youth. Psychosomatic medicine, 66(6), 909-914.
Beauchemin, J., Hutchkins, T.L., & Patterson, F. (2008). Mindfulness meditation may lessen anxiety, promote social skills, and improve academic performance among adolescents with learning disabilities. Complementary Health Practice Review, 13, 34-45. doi: 10.1177/1533210107311624
Bethell, C., Newacheck, P., Hawes, E., & Halfon, N. (2014). Adverse childhood experiences: Assessing the impact on health and school engagement and the mitigating role of resilience. Health Affairs, 33(12), 2016-2115. doi:10.1377/hlthaff.2014.0914
Bishop, S. R., Lau, M., Shapiro, S., Carlson, L., Anderson, N. D., Carmody, J., et al. (2004). Mindfulness: A proposed operational definition. Clinical Psychology: Science and Practice, 11, 230–241. doi:10.1093/clipsy.bph077
Black, D.S., Semple, R. J., Pokhrel, P. & Grenard, J. L. (2011) Component processes of executive function—mindfulness, self-control, and working memory—and their relationships with mental and behavioral health. Mindfulness, 2(3), 179-185
Blair, C., & Diamond, A. (2008). Biological processes in prevention and intervention: The promotion of self-regulation as a means of preventing school failure. Development and Psychopathology, 20, 899-911.
Broderick, P.C., & Metz, S. (2009). Learning to BREATHE: A pilot trial of a mindfulness curriculum for adolescents. Advances in School Mental Health Promotion, 2, 35-46.
Bryan, T., Burstein, K., & Ergul, C. (2004). The social-emotional side of learning disabilities: A science-based presentation of the state of the art. Learning Disability Quarterly, 27(1), 45-51.
Burke, C.S. (2010). Mindfulness-based approaches with children and adolescents: A preliminary review of current research in an emergent field. Journal of Child and Family Studies, 19, 133-144. doi:10.1007/s10826-009-9282-x
Burke, N., Hellman, J., Scott, B., Weems, C., & Carrion, V. (2011). The impact of adverse childhood experiences on an urban pediatric population. Child abuse & neglect, 35(6), 408-413. doi:10.1016/j.chiabu.2011.02.006
CADDRA. (2014) CADDRA ADHD Assessment Toolkit. Retrieved from https://www.caddra.ca/pdfs/caddraGuidelines2011_Toolkit.pdf
Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: Guilford Press.
Dawson, P., & Guare, R. (2012). Coaching students with executive skills deficits. New York, NY: The Guilford Press.
Durlak, C., Rose, E., & Bursuck, W. (1994). Preparing high school students with learning disabilities for the transition to postsecondary education: Teaching the skills of self-determination. Journal of Learning Disabilities, 27(1), 51-59.
Dworet, J. & Sands, C. (2017, May 4). Strategies to Support the Success of Students with LDs on Exams and Standardized Tests [Webinar]. LD@school. https://www.ldatschool.ca/webinar-exam-prep/
Evertson, C. M., Emmer, E. T. and Worsham, M. E. (2005) Classroom management for elementary teachers, 7th ed. Allyn and Bacon.
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.
Flook, L., Smalley, S.L., Kitil, M.J., Galla, B,M., Kaiser-Greenland, S., et al. (2010). Effects of mindful awareness practices on executive function in elementary school children. Journal of Applied School Psychology, 26, 70-95. doi: DOI: 10.1080/15377900903379125
Forness, S. R., & Kavale, K. A. (1996). Treating social skill deficits in children with learning disabilities: A meta-analysis of the research. Learning Disability Quarterly, 19(1), 2-13.
Gaub, M., & Carlson, C. L. (1997). Gender differences in ADHD: a meta-analysis and critical review. Journal of the American Academy of Child & Adolescent Psychiatry, 36(8), 1036-1045.
Gresham, F. M. (1998). Social Skills Training: Should We Raze, Remodel, or Rebuild? Behavioral Disorders, 24(1), 19-25.
Gresham, F. M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331-344.
Hackman, D., & Farah, M. (2009). Socioeconomic status and the developing brain. Trends in Cognitive Sciences, 13(2), 65–73.
Harris, K. R., Santangelo, T., & Graham, S. (2010). Metacognition and strategies instruction in writing. In H. S. Waters & W. Schneider (Eds.), Metacognition, strategy use, and instruction (p. 226–256). Guilford Press.
Hazel, J. S., Schumaker, J. B., Sherman, J. A., & Sheldon-Wildgen, J. (1981). The development and evaluation of a group skills training program for court-adjudicated youths. Behavioral group therapy, 113-152.
Hostinar, C., Stellern, S., Schaefer, C., Carlson, S., & Gunnar, M. (2012). Associations between early life adversity and executive function in children adopted internationally from orphanages. Proceedings of the National Academy of Sciences of the United States of America, 109(Suppl 2), 17208-17212. doi: http://doi.org/10.1073/pnas.1121246109
Huppert, F.A. & Johnson, D.M. (2010). A controlled trial of mindfulness training I schools: The importance of practice for an impact on well-being. The Journal of Positive Psychology, 5(4), 264-274. doi: 10.1080/17439761003794148
Joyce, A., Etty-Leal, J., Zazryn, T., Hamilton, A., & Hassed, C. (2010). Exploring a mindfulness meditation program on the mental health of upper primary children: A pilot study. Advances in School Mental Health Promotion, 3(2), 17-25. doi: 10.1080/1754730X.2010.9715677
Kalyva, E., & Agaliotis, I. (2009). Can social stories enhance the interpersonal conflict resolution skills of children with LD? Research in Developmental Disabilities, 30(1), 192-202. doi:http://dx.doi.org/10.1016/j.ridd.2008.02.005
Kavale, K. A., & Forness, S. R. (1996). Social skill deficits and learning disabilities: A meta analysis. Journal of Learning Disabilities, 29, 226–238.
Kavale, K. A., & Mostert, M. P. (2004). Social skills interventions for individuals with learning disabilities. Learning Disability Quarterly, 27(1), 31-43.
Knoster, T. (2008) Effective classroom management. Baltimore, MA: Paul H. Brookes Publishing.
Kounin, J. S. (1970) Discipline and group management in classrooms. New York, NY: Holt, Rinehart & Winston.
Kuyken, W., et al. (2013). Effectiveness of the Mindfulness in Schools Programme: Non-randomised controlled feasibility study. British Journal of Psychiatry. Published online in advance of print. Retrieved from http://bjp.rcpsych.org/
Machete, R. (2014, October 22). Transitioning to Post-Secondary: The Importance of Planning with the End in Mind [Webinar]. LD@school. https://www.ldatschool.ca/transition-planning/
Marzano, R. (2003) What Works in Schools: Translating Research into Action. Alexandria, VA: Association for Supervision and Curriculum Development.
Mendelson, T., Greenberg, M.T., Dariotis, J.K., Gould, L.F., Rhoades, B.L., & Leaf, P.J. (2010). Feasibility and preliminary outcomes of a school-based mindfulness intervention for urban youth. Journal of Abnormal Child Psychology, 38, 985-994. doi: 10.1007/s10802-010-9418-x
Michaels, C. (1994). Transition strategies for persons with learning disabilities. San Diego, CA: Singular Publishing Group, Inc.
Milligan, K., Phillips, M. & Morgan, A. (2015). Tailoring Social Competence Interventions for Children with Learning Disabilities. Journal of Child and Family Studies, online Sep 03 2015.
Mishna, F. (2003). Peer victimization: The case for social work intervention. Families in Society, 84(4), 513-522.
Mishna, F., Muskrat, B., Farnia, F., & Weiner, J. (2011). The effects of a school-based program on the reported self-advocacy knowledge of students with learning disabilities. Alberta Journal of Educational Research, 57(2), 185-203.
Missouri Schoolwide Positive Behavior Support (MSPBS). (2012) Missouri Schoolwide Positive Behavior Support Team Workbook [online] http://pbismissouri.org/wp-content/uploads/2015/05/Tier-1_4-23-2015.pdf
Moffitt, T., Arseneault, L., Belsky, D., Dickson, N., Hancox, R., Harrington, H., Houts, R., Poulton, R., Roberts, B., Ross, S., Sears, M., Thomson, W., Caspi, A. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693-2698.
Napoli, M., Krech, P.R., & Holley, L.C. (2005). Mindfulness training for elementary school students: The Attention Academy. Journal of Applied School Psychology, 21, 99-125. doi: 10.1300/J008v2n01_05
Ontario Ministry of Education. (2002) Transition Planning: A Resource Guide. Retrieved from: https://www.ldatschool.ca/wp-content/uploads/2015/07/Transition-Planning-A-Resource-Guide.pdf
Ontario Ministry of Education. (2004). The Individual Education Plan (IEP): A Resource Guide. Retrieved from Ministry of Education: http://www.edu.gov.on.ca/eng/general/elemsec/speced/guide/resource/iepresguid.pdf
Ontario Ministry of Education. (2010). Caring and Safe Schools in Ontario: Supporting Students With Special Education Needs Through Progressive Discipline, Kindergarten to Grade 12. Retrieved from Ministry of Education: http://www.edu.gov.on.ca/eng/general/elemsec/speced/caring_safe_school.pdf
Ontario Ministry of Education. (2013). Supporting minds: An educator’s guide to promoting student’s mental health and wellbeing. Retrieved from: http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf
Ontario Ministry of Education. (2013b). Creating Pathways to Success: An Education and Career/Life Program for Ontario Schools, Policy and Program Requirements, Kindergarten to Grade 12. Retrieved from Ministry of Education: http://www.edu.gov.on.ca/eng/document/policy/cps/creatingpathwayssuccess.pdf
Phillips, P. (2001). A self-advocacy plan for high school students with learning disabilities: A comparative case study analysis of students’, teachers’, and parents’ perceptions of program effects. Journal of Learning Disabilities, 23(8), 466-471.
Prater, M., Redman, A., Anderson, D., & Gibb, G. (2014). Teaching adolescent students with learning disabilities to self-advocate for accommodations. Intervention in School and Clinic, 49(5), 298-305.
Rainy River District School Board (RRDSB) (2019). Supporting the Transition to High School A guide for parents & students. Retrieved from: https://www.rrdsb.com/UserFiles/Servers/Server_73620/File/Our%20Board/Departments/Special%20Education%20Services/Transitions%20with%20IEPs.pdf
Reid, R., Lienemann, T. & Hagaman, J. (2013). Strategy instruction for students with learning disabilities. New York: The Guilford Press.
Segal, Z.V., Williams, M.G., & Teasdale, J.D. (2002). Mindfulness-based cognitive therapy for depression: A new approach to preventing relapse. New York, NY: Guilford.
Semple, R.J., Lee, J., Rosa, D., & Miller, L.F. (2010). A randomized trial of mindfulness-based cognitive therapy for children: Promoting mindful attention to enhance social-emotional resiliency in children. Journal of Child and Family Studies, 19, 218-229. doi: 10.1007/s10826-009-9301-y
Shonkoff, J., & Garner, A. (2012). The lifelong effects of early childhood adversity and toxic stress. Pediatrics, 129(1), e232-e246. doi:10.1542/peds.2011-2663
Shonkoff, J., & Phillips, D. (2000). From Neurons to Neighborhoods. Washington, DC: National Academy Press.
Sideridis, G. D. (2007). Why are students with LD depressed? A goal orientation model of depression vulnerability. Journal of Learning Disabilities, 40(6), 526-539.
Smith-Carrier, T., & Gallinaro, A. (2013). Putting your mind at ease: Finding from the Mindfulness Ambassador Council in Toronto area schools. Toronto, ON: Factor-Inwentash Faculty of Social Work, University of Toronto.
Southern Education Foundation. (2015). A new majority: Low income students now a majority in the nation's public schools. Retrieved from
Sparks, R. L., & Lovett, B. J. (2009). College students with learning disability diagnoses: Who are they and how do they perform? Journal of Learning Disabilities, 42(6), 494-510.
Statistics Canada. (2015). Learning disabilities among Canadians aged 15 years and older, 2012. Retrieved from https://www150.statcan.gc.ca/n1/pub/89-654-x/89-654-x2014003-eng.htm
Stichter, J.P., O’Connor, K.V., Herzog, M., Lierheime, K. & McGhee, S. (2012). Social competence intervention for elementary students with Aspergers Syndrome and high functioning Autism. Journal of Autism and Developmental Disorders, 42, 354-366.
Suveg, C., Sood, E., Comer, J. S., & Kendall, P. C. (2009). Changes in emotion regulation following cognitive-behavioral therapy for anxious youth. Journal of Clinical Child & Adolescent Psychology, 38(3), 390-401.
Svetaz, M. V., Ireland, M., & Blum, R. (2000). Adolescents with learning disabilities: Risk and protective factors associated with emotional well-being: Findings from the National Longitudinal Study of Adolescent Health. Journal of Adolescent Health, 27(5), 340-348.
Swing, E. L., Gentile, D. A., Anderson, C. A., & Walsh, D. A. (2010). Television and video game exposure and the development of attention problems. Pediatrics, 126(2), 214-221. doi:http://dx.doi.org/10.1542/peds.2009-1508
Tau, G., & Peterson, B. (2010). Normal development of brain circuits. Neuropsychopharmacology, 35, 147–168.
Valås, H. (1999). Students with learning disabilities and low-achieving students: Peer acceptance, loneliness, self-esteem, and depression. Social Psychology of Education, 3(3), 173-192.
Van Reusen, A., & Bos, C. (1994). Facilitating student participation in individualized education programs through motivation strategy instruction. Exceptional Children, 60(5), 466-475.
Vedi, K., & Bernard, S. (2012). The mental health needs of children and adolescents with learning disabilities. Current Opinion in Psychiatry, 25(5), 353-358.
Westwood, P. (2003). Commonsense methods for children with special needs: strategies for the regular classroom. (4th ed). London: Routledge-Falmer, 2004. Eric. Web. 29, April, 2014.
Wiener, J., & Harris, P. J. (1997). Evaluation of an individualized, context-based social skills training program for children with learning disabilities. Learning Disabilities Research & Practice, 12(1), 40-53.
Wiener, J. & Timmermanis, V. (2012) Social relationships of children and youth with learning disabilities: The 4th R. In B. Y.L. Wong and D. L. Butler (Eds). Learning about Learning Disabilities. Elsevier, pp. 89-140.
Williams, M., Teasdale, J., Segal, Z., & Kabat-Zinn, J. (2007). The mindful way through depression: Freeing yourself from chronic unhappiness. New York, NY: Guilford Press.
Wilson, A. M., Deri Armstrong, C., Furrie, A., & Walcot, E. (2009). The mental health of Canadians with self-reported learning disabilities. Journal of Learning Disabilities, 42(1), 24-40.
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