Johnson, R., Smith, K., & Lee, H. (2021a). Family Involvement and Academic Persistence in Students with Neurodevelopmental Disorders. Journal of Family Psychology, 35, 389-402.

has been cited by the following article:

• TITLE: Supporting Academic Achievement in Individuals with Borderline IQ, ADHD, and Autism: A Case Study on the Impact of Psychosocial Support, IEPs, and Family Involvement

  AUTHORS: Kodjo Anahlui, Luke Dalfiume, Afiwa Agbobli, Mikell R. Ehnle

  KEYWORDS: Psychosocial Support, Individualized Education Program (IEP), Borderline IQ, ADHD (Attention Deficit Hyperactivity Disorder), Autism Spectrum Disorder (ASD), Long-Term Success

  JOURNAL NAME: Psychology, Vol.16 No.3, March 31, 2025

  ABSTRACT: 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.