Embed Size (px)
Citation preview
Sharon Field, Wayne State University!Neil Peterson, Edge Foundation!
Sarah D. Wright, Edge Foundation!David R. Parker, Wayne State University!
Promoting Educational Success !for Students with ADHD: !
Developing, Implementing and Researching the Edge Coaching Strategy!
Agenda!
•! Introduction!
•! ADD/ADHD Coaching!
•! Coaching Research!
•! Pilot Study Results!
•!National Field Test!
•! Looking Ahead!
Introduction!
•! The Edge Foundation is conducting the first national study of ADHD coaching (funded by Deerbrook Charitable Trust and the Foundation of Coaching).!
•! ADHD coaches use unique skills and beliefs to promote students' autonomy and academic success. !
•!What is the impact of ADHD coaching on undergraduates’ academic success?!
Range of Postsecondary Support Services!
•! DS options, campus options, private options!
•! Emergence of ADHD services!
•!Models!
o! Multi-modal (medication, therapy, behavioral)!
o! Educational (strategies, tutoring)!
o! Coaching (a “wellness” model)!
The Edge Foundation!
www.EdgeFoundation.org!FaceBook: http://tinyurl.com/ml2htv !Twitter: http://twitter.com/EdgeFdn!
Neil Peterson,!
Founder/CEO!
Sarah D. Wright,!
Executive Director!
The Foundation’s Mission!
•! Helps every child, adolescent, and young adult with ADHD to fully realize his/her own potential, personal vision, and passion.!
•! Believes that professional coaching, while not a substitute for the traditional multi-modal treatment for ADHD, is a critical and highly effective intervention in the nontraditional learner’s ability to realize his or her potential. !
•! Wants every student who has ADD, ADHD, or who just has ADD traits to have access to a specially trained personal coach. !
•! Coaching can give a young person the edge necessary to achieve his or her full potential in academic and other life pursuits.!
The Foundation’s Objectives!•! increase the number of students with ADHD who benefit
from Edge coaching!
•! increase the numbers of qualified ADHD coaches!
•! provide parents, young people, educators, coaches, and others with reliable information on ADHD and coaching!
•! young people, educational institutions, coaches, and others with a critical source of information!
•! ensure that Edge ADHD coaching is available to all students regardless of financial means!
•! document through sound scientific research the beneficial impact of coaching!
•! heighten policymakers’ awareness of the effects of ADHD coaching on student dropout and retention rates !
•! raise awareness of the challenges facing young people with ADHD!
The Foundation’s "Coaching Model!
•!Content Areas!o! Scheduling!
o! Goal setting!
o! Confidence building!
o! Organizing!
o! Focusing!
o! Prioritizing!
o! Persisting at tasks!
•!Logistics!o! 2 hour intake!
o! 30 minute weekly calls!
o! Email check-ins!
o! No more than 2 weeks “off” during the academic term!
The Foundation’s Coaches!
•! Life coaches with specialized training & supervision regarding coaching college students with ADHD!
•! Prerequisites for training program entry!o! Completion of at least one of the following:!
!! IAAC certification !!! ICF certification!!! Graduation from ICF-certified school with at least
60 hours of training!!! Passed at least 60 hours of ICF-approved training!
o! Minimum of two years of experience as a coach!o! Minimum of 10 clients.!
Coaching Research!
o! Parker & Boutelle (in press, 2009): Seven undergraduates with ADHD/LD associated their highly self-determined approaches to goal attainment with coaching. In contrast to traditional campus services, coaching focused primarily on supporting their emerging autonomy, helped them develop and manage their executive function skills, and promoted their self-efficacy and confidence about future success.!
o! Swartz, Prevatt, & Proctor (2005): Conducted 8-week program in which graduate students were trained to provide coaching services to university undergraduates with ADHD. A case study about one of the participants illustrated gains made in studying, planning and prioritizing, time management, and other areas requiring self-regulation. !
o! Zwart & Kallemeyn (2001): Used a control group design for a peer coaching program that helped postsecondary students with ADHD and/or LD achieve significant improvements in the areas of time management, anxiety, motivation, and test preparation. !
The Edge Foundation’s "Research Team!
Principal Investigator and! Project Director!
Sharon Field, Ed.D!
Research and Statistical Specialist!
Shlomo Sawilowsky, Ph.D.!
Consultant! Alan Hoffman, Ed.D.!
Consultant and !Local Site Coordinator!
David Parker, Ph.D.!
Research Assistant! Laura Rolands!
Edge Foundation RQ’s!1.!What are the effects of Edge coaching services on:!
a.! the academic success of college and university students with ADHD?!
b.! students’ perceptions of the process they used to achieve or maintain their g.p.a. ?!
c.! students’ executive functioning skills?!
d.! students’ subjective well-being?!
2.!What benefits do students associate with Edge coaching services?!
3.!What do students perceive as the relationship between their participation in Edge coaching services, their academic success, and their subjective well-being?!
Pilot Study!
•! Conducted at Washington University in St. Louis!
o! Spring 2009!o! Develop selection, recruitment
procedures!o! Implement data-gathering procedures!
•! Pilot participants!o! 6 males, 1 female (2nd female left study)!o! 2 freshmen, 2 sophomores, 3 juniors!
Pilot Study Results!•! These results are presented only to provide
information about our research tools and process.!
•! As a pilot study, our intent was to “test” these tools and procedures. The very small “n” precludes the ability to establish meaningful research results.!
•! Consequently, the following slides present results which cannot be generalized. Further research with a robust sample size is necessary.!
Reasons for Participating!Alex (Fr);!
Film & Media, Drama !
"Consistency, stress reduction." !
Steve (Fr); Biomedical
Engineering, Finance!
"I want to work with an ADD coach to better understand my ADD condition and to gain valuable tools to manage ADD so that I might mitigate the impact of ADD on my life as a whole." !
Olivia (So); P/N/P, Art History!
“Decrease procrastination; figure out how to get everything I have to do done in a reasonable amount of time.” !
Joe (So); Psychology,
Anthropology!
"Honing my skills and discovering ways to become a more effective student in terms of organization and study discipline." !
Rob (Jr); Architecture!
“Get a more balanced life – ease stress with schoolwork and work more efficiently.”!
Tim (Jr); !Film & Media,
Printmaking!
“Organizational/Motivational issues.” !
Zach (Jr); Environmental
Science!
"One issue I have in school is staying organized and on time of my work and commitments. Homework and projects can take me a while which in turn makes it harder to set aside enough time to complete." !
Pilot Study Quantitative Results!Table 1. Demographic Data (N = 7 students)!
Credits
Hours:
Beginning
of
Semester!
Credit
Hours:
End of
Semester!
Semester
GPA:
Beginning of
Semester!
Semester
GPA:
End of
Semester!
Cumulative
GPA:
Beginning of
Semester!
Cumulative
GPA:
End of
Semester!
Mean! 57.00! 70.71! 3.05! 3.22! 3.18! 3.19!
Median! 57.00! 66.00! 3.48! 3.38! 3.48! 3.52!
Mode! 24a! 39a! 3.60! 3.68! 2.03a! 2.01a!
Standard
Deviation!27.00! 26.89! .86! .76! .68! .66!
Minimum! 24! 39! 1.79! 1.70! 2.03! 2.01!
Maximum! 98! 114! 4.00! 4.00! 4.00! 4.00!
Pilot Study Quantitative Results!Table 2. The Satisfaction with Life Scale Scores (N = 7)
Satisfaction With Life:
Beginning of Semester!
Satisfaction With Life:
End of Semester!
Mean! 22.71! 23.64!
Median! 24.00! 25.00!
Mode! 20.00a! 25.00!
Standard Deviation! 5.88! 6.68!
Variance! 34.57! 44.560!
Minimum! 12.00! 13.00!
Maximum! 29.00! 31.50!
Pilot Study Quantitative Results!Figure 1. Pre- and Post-Test Cluster Scores on LASSI (N = 7)
Pilot Study Qualitative Results!
•! RQ 1: What are students’ perceptions of the effect of Edge coaching on their process for achieving academic success? !
•!Overall finding: Coaching enhanced students’ ability to think about their goals in more effective ways, increased their use of tools and strategies to work more efficiently, created a relationship in which they were accountable for acting on their goals, and expanded their use of “self-talk” to persist when temporary barriers complicated their progress. !
Sample Quotes RQ 1!
•! Joe: “I’m setting higher standards [now]. I’m trying to reset higher standards for myself because, coming into college, my expectations were, ‘Oh yeah; 3.6, 3.7 [g.p.a.], no big deal. Because, just coming from high school, that’s just the way everything worked… Thinking about that bigger task of, ‘You want to get into a good graduate school,’ and stuff like this. !
•! Steve: “The next question I got used to hearing was, ‘Well, how do you think you might get to that? What steps do you need to take to do that? What’s effective? What’s not effective?’ And [my coach] was really pretty analytical in going through those things.”!
•! Rob: “Yeah, mainly with my work being done in my architecture studio. People have commented that; I’ve heard sentences like, ‘Wow, you’re really producing this semester,’ or, ‘Wow, you’re –‘ I don’t want to brag, but – ‘further ahead than everyone else,’ or whatever. Just small comments like that that you occasionally hear that I might not have heard last semester.”!
Pilot Study Qualitative Results!
•! RQ 2: What benefits do students associate with Edge coaching services?!
•!Overall finding: Students derived many benefits from the coaching relationship, including opportunities to work with well-trained, caring, and knowledgeable coaches whom they respected. Students were pleased that coaching had helped them become more proficient and confident as they pursued their goals. While all students credited coaching for many improvements in how they studied, 6 out of 7 students did not believe coaching directly influenced their GPA. !
Sample Quotes RQ 2!
•! Steve: “I would say [to my coach], ‘Look, I’m having this problem, right?’ Or we’d be like, ‘Here’s a goal. Why aren’t I reaching that goal?’ ‘Oh, it’s because of this problem.’ And then you know what he’ll say. He would say, ‘Well, some people like yourself with ADD, they would try x, y, and z.’ And I’m like, ‘Wow, that’s really helpful to know what other people kind of like me in similar situations are doing and how they solve their similar problems.’”!
•! Rob: “Besides the benefits, I think the relationship. Developing a relationship is very helpful in keeping you; it’s almost like developing a relationship with an angel on your shoulder or something. It’s just kind of nice to have a good relationship with someone that can help you. [“What do angels on your shoulder do?”] [Laughter] They keep you upbeat when it would be very easy to crash and burn.”!
•! Olivia: “Grades weren’t really an issue for me ever. I mean, the way I go about getting my grades is better…because of the going through on a daily basis, not waiting until the last minute. But, I still am getting about the same grades.”!
Pilot Study Qualitative Results!
•! RQ 3: What do students perceive as the relationship between their participation in Edge coaching services, their academic success, and their subjective well-being? !
•!Overall finding: Highly motivated to achieve or maintain academic success in a demanding postsecondary environment, students described a much more positive sense of well-being that emerged from the increased self-determination they achieved through coaching.!
Sample Quotes RQ 3!
•! Steve: “…Some people feel less stressed after they’ve sort of planned out what they’re going to do about something they are stressed about. Because it takes away the question of, ‘Oh, how am I going to do this? Oh, this is how I’m going to do it. I feel less stressed about it because I know I can get it done.’”!
•! Olivia: “…I would say organized. In control, not of myself but of my daily life and of the situation; daily experience. Probably less stressed and more confident in my abilities to get the things done that I need to get done, again, in a timely manner.”!
•! Joe: “When I work with an Edge coach, I feel like it’s a step in the right direction personally, emotionally. Because of a lot of the setbacks that I’ve had, I can at least make myself feel better in that I am giving it effort. I’m giving it my all.”!
•! Zach: “I was going to say, ‘Confident. Everything is doable.’ [Smiling] Yeah.” !
Pilot Study “Artifacts”!
National Field Test !•! Participating campuses:!
o! South – Eastern Kentucky University (KY), George Washington University (D.C.)!
o! East – Ocean County College (NJ), Northeastern University (MA)!
o! Midwest – Indiana University (IN), St. Louis Community College (MO), University of Michigan (MI)!
o! West – University of Washington (WA)!
•! Selection criteria:!o! All four U.S. regions!o! 2-year and 4-year institutions!o! Robust history of DS services !o! Data-based management of student records!
