Table 3 List of UDL articles
Author (Year) | Methodology | n size | Summary of findings | What Works Clearinghouse Outcomes |
|---|---|---|---|---|
Spooner, Baker, Harris, Ahlgrim-Delzell, Browder (2007) | Quantitative 3 factor ANOVA  *Comparing class  *Treatment group  *Pre- and posttest score | 72 graduate and undergraduate students | Statistically significant results within the pre- and posttest | Meets WWC group design standards without reservations |
Street et al. (2012) | Quantitative and qualitative  *Course GPA  *Cumulative GPA  *STEM persistence data (registering for STEM classes in the next semester)  *Pre- and postintervention scores—Learning and Study Strategies Inventory (LASSI)  *Course evaluation  *Focus group intervention was Peer-Led Team Learning | 16 college freshmen or sophomores with LD or ADHD | Course and cumulative GPA showed no statistically significant difference between treatment group and control group. LASSI scores showed significant increases in the areas of skill, will, and self-regulation. 14 students persisted (2 found ineligible academically) In the focus groups, students found peer-led team learning to be helpful. | Meets WWC group design standards with reservations |
Moon et al. (2011) | Mixed-methods  *McConney, Rudd, and Ayres’ results synthesis method  *Campbell’s pattern matching method  *Workshop survey  *Focus group protocols  *Classroom observations | 15 faculty members | Faculty claim the intervention led them to use more inclusive teaching methods. | Meets WWC group design standards with reservations |
Kreider et al. (2018) | Mixed-methods qualitative data  *Meeting notes  *Written feedback sheets  *Audio recordings  *Group meetings Quantitative data  *Academic Behavioral Confidence Scale (ABCS)  *Institutional Integration Scale (IIS)  *Personal Growth Initiative Scale (PGIS)  Survey questions | 52 undergraduate STEM students with learning disabilities registered with the campus disability office | Statistically significant improvements in self-reported ratings in STEM professional development and self-advocacy Statistically significant increase in the ABCS scores pre to post. Significant increase in IIS scores. No significant change in PGIS. | Meets WWC group design standards without reservations |