An Examination of the Effects of ADHD Coaching on University Students' Executive Functioning

Autor/inn/en	Parker, David R.; Hoffman, Sharon Field; Sawilowsky, Shlomo; Rolands, Laura
Titel	An Examination of the Effects of ADHD Coaching on University Students' Executive Functioning
Quelle	In: Journal of Postsecondary Education and Disability, 24 (2011) 2, S.115-132 (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	College Students; Grade Point Average; Attention Deficit Hyperactivity Disorder; Cognitive Processes; Cognitive Ability; Interviews; Mentors; Well Being; Student Attitudes; Self Control; Student Needs; Program Effectiveness; Goal Orientation; United States + Suchen Sie Ihr Suchwort? Collegestudent; Cognitive process; Kognitiver Prozess; Denkfähigkeit; Interviewing; Interviewtechnik; Well-being; Wellness; Wohlbefinden; Schülerverhalten; Selbstbeherrschung; Zielorientierung; Zielvorstellung; USA
Abstract	Seven undergraduates at a selective Midwestern university participated in a semester-long pilot study regarding the impact of ADHD coaching services on their academic experiences. Coaches in the study had extensive qualifications, including specific training to address the needs of college students with ADHD. Three major themes emerged from qualitative interviews conducted with participants. First, students reported that their goal attainment skills improved by working with their coaches. In addition, students stated that they enjoyed working with coaches, whom they found to be effective and supportive. Finally, coaching helped students achieve a greater sense of well-being and self-regulation. These findings from thematic analysis of interviews are supported by quantitative data including administration of the Learning and Study Strategies Inventory (LASSI), which resulted in a substantial mean gain pre/post in self-regulation, and analysis of students' grade point average data. It appears that coaching holds promise as an emerging type of academic support for college students with ADHD to promote improved executive functioning. (Contains 2 tables and 1 figure.) (As Provided).
Anmerkungen	Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail: ahead@ahead.org; Web site: http://www.ahead.org/publications/jped
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10