This research utilized Ivey's Developmental Counseling and Therapy (DCT) model to investigate the cognitive-developmental levels (CDL's) of postsecondary students with learning disabilities. First, a critique of current service delivery models showed an emphasis on services best utilized by students exhibiting Concrete and Formal skills. Despite this emphasis, it was hypothesized that a more balanced frequency among all four CDL's existed. It was also hypothesized that students who presented at the Concrete and Formal levels would be more successful than students presenting at the sensorimotor and dialectic/systemic levels. Results show that a balanced frequency among all four CDL's did exist, and that students who presented at the Concrete and Formal levels were more successful than students who presented at the other CDL's. Further analyses show that the Concrete level may be the most important level to consider for students and service providers. An instrument is offered to examine student's CDL's, and implications for clinical application and future research are proposed.
| Identifer | oai:union.ndltd.org:UMASS/oai:scholarworks.umass.edu:dissertations-1665 |
| Date | 01 January 1998 |
| Creators | Strehorn, Kregg Charles |
| Publisher | ScholarWorks@UMass Amherst |
| Source Sets | University of Massachusetts, Amherst |
| Language | English |
| Detected Language | English |
| Type | text |
| Source | Doctoral Dissertations Available from Proquest |
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