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

  • Parker D
  • Hoffman S
  • Sawilowsky S
  • et al.
N/ACitations
Citations of this article
41Readers
Mendeley users who have this article in their library.
Get full text

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 quali- fications, 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.

Cite

CITATION STYLE

APA

Parker, D. R., Hoffman, S. F., Sawilowsky, S., & Rolands, L. (2011). An Examination of the Effects of ADHD Coaching on University Students ’ Executive Functioning. Journal of Postsecondary Education and Disability, 24(2), 115–132. https://doi.org/10.4249/scholarpedia.7505

Register to see more suggestions

Mendeley helps you to discover research relevant for your work.

Already have an account?

Save time finding and organizing research with Mendeley

Sign up for free