About Foothills


Participating in research helps us fulfil our Mission of increasing awareness and knowledge of Learning Disabilities throughout the world.

At Foothills Academy Society we recognize the importance of research which helps to identify and promote best practices for individuals with Learning Disabilities and associated disorders, such as Attention Deficit Hyperactivity Disorder (ADHD).  If you would like further information about the research projects below or, if you are interested in the possibility of a research partnership, please contact Dr. Karen MacMillan (Co-Executive Director) at 403.270.9400 (ext. 238).

Current Research Projects and Manuscripts in Progress:

  • Alves Vieira, A. & Georgiou, G. "Examining the Relation between Comorbidity in Learning Disabilities and Internalizing Problems" in the School
  • Wilcox, G., MacMillan, K., Prasad, S. "Benefit of Adding Parent Training to Fundations Reading Intervention" in the Read/Write & Math department of Community Services
  • Schroeder, M. & Hamilton, S. "The Effect of a Self-Regulated Learning Intervention on the Mathematical Functioning of Students with Learning Disabilities" in the School
  • MacMillan, K., Keto, T., & Giddy, M. "Inside Learning Disabilities: The Impact of a Professional Development Course for Educators" in the Professional Development & Community Education Department of Community Services
  • MacMillan, K. "Counselling Students with LD" in the Psychological Services & Programs department of Community Services

Past research conducted at Foothills Academy:

References for Foothills Academy Research (Chronological Order)  (To see research list with abstracts (where available), click here.

Neprily, K & Climie, E.  (2022).   Happy Campers:  Enhancing Social Competence in Adolescents with ADHD at Summer Camp.  Journal of Outdoor Recreation, Education, & Leadership, 1-15.

Neprily, K. (2020)Summer camp for adolescents with Attention-Deficit/Hyperactivity Disorder:  A naturalistic context for enhancing social competence.  (Unpublished thesis). University of Calgary, Calgary, Canada.

Gallucci, A. T., McCoy, L. K., & Nicholson, A. T. (2015). Let’s Be Social Study (Executive-Summary) Unpublished manuscript, University of Calgary, Calgary, Canada.

Lester, C., Premji, F., Kovitz, B. & Balsden, K. (2014). GLOW Program Evaluation Unpublished manuscript, University of Calgary, Calgary, Canada.

Toll, K. (2014). The role of speech recognition technology in fostering cognitive engagement in students (Master’s thesis). 

Colp, S. M. (2012). Examining the Effectiveness of an Orthographic-Based Intervention for Children with Reading Disabilities. (Unpublished thesis). University of Calgary, Calgary, Canada.

Kooistra, L., & Crawford, S. (2010). An efficacy evaluation of the Read/Write reading remediation program at the Foothills Academy Community Services. Unpublished manuscript, University of Calgary, Calgary, Canada.

Kooistra, L., Crawford, S., Gibbard, B., Ramage, B., & Kaplan, B. J. (2010). Differentiating attention deficits in children with fetal alcohol spectrum disorder or attention‚Äźdeficit–hyperactivity disorder. Developmental Medicine & Child Neurology, 52(2), 205-211

Kooistra, L., van der Meere, J. J., Edwards, J. D., Kaplan, B. J., Crawford, S., & Goodyear, B. G.(2010). Preliminary fMRI findings on the effects of event rate in adults with ADHD. Journal of Neural Transmission,

Feurer, D. P., & Andrews, J. J. W. (2009). School-related stress and depression in adolescents with and without learning disabilities: an exploratory study. Alberta Journal of Educational Research, 55(1) 92-108.

Coombs, C. (2006). Mood, physical illness, and gender differences in dyslexic adolescents (Unpublished honours thesis). Mount Allison University, Sackville, Canada.

Dick, B. D., Kaplan, B. J., & Crawford, S. (2006).  The influence of family history on reading remediation and reading skills in children with dyslexia. Canadian Journal of School Psychology, 21(1/2), 106-119.

Gallagher, B. A. (2004). Transitional skills programs and conceptual framework for a new program at Foothills Academy. Unpublished manuscript.

Kaplan, B. J., Fisher, J. E., Crawford, S. G., Field, C. J., & Kolb, B. (2004). Improved mood and behaviour during treatment with a mineral-vitamin supplement: an open-label case series of children. Journal of Child and Adolescent Psychopharmacology, 14(1), 115-122.

McNichol, K. (1999). Social skill production, emotional intensity and anxiety in attention deficit disordered and learning disabled children (Master’s thesis). 

Waldie, K. (1998). Hemispheric specialization for reading in subtypes of children with developmental dyslexia (Unpublished doctoral dissertation). University of Calgary, Calgary, Canada.

Rumpel, B.J., (1996). Teaching self-esteem and classroom competence: An ethnomethodological perspective (Doctoral dissertation). 

Ogden, N. A. (1994). Overt and covert visual orienting in the learning disabled child (Unpublished doctoral dissertation). University of Calgary, Calgary, Canada.

Alston, C. Y. (1990). Depression, attributional style and self-esteem in attention-deficit hyperactivity disordered male (Unpublished doctoral dissertation). University of Calgary, Calgary, Canada.

Crawford, S.G (1990). The relationships among non-right handedness, immune disorders and developmental learning difficulties (Unpublished master’s thesis). University of Calgary, Calgary, Canada.

Alexander, D. W. (1986). Learning disabled adolescents and their families: Reciprocal relationships between self-concept and family functioning (Unpublished doctoral dissertation). University of Calgary, Calgary, Canada.

Conte, R., Kinsbourne, M., Swanson, J., Zirk, H., & Samuels, M. (1986). Presentation rate effects on paired associate learning by attention deficit disordered children. Child Development, 57(3) 681-687.

Malloy-Miller, T. (1985). An examination of handwriting problem subtypes(Unpublished doctoral dissertation). University of Calgary, Calgary, Canada.

Paul, M. (1981). A comparison of reading achievement among four types of dyslexic adolescents (Unpublished master’s thesis). University of Calgary, Calgary, Canada.