Coaching and College Success.

Abstract

Students with learning disabilities (LD) and Attention Deficit/Hyperactivity Disorder (ADHD) represent the largest segment of college students with documented disabilities. Despite enhanced access to accommodations under the Americans with Disabilities Amendments Act, this growing population continues to take longer to complete a college education and drop out at higher rates than peers without disabilities. This population has deficits in the important executive functioning and self-determination skills needed for success in college. Most college-based interventions are not targeted at improving these skills. Coaching is a promising service delivery model that institutions of higher education are beginning to provide to students with LD and ADHD. This study used a mixed methods research design to investigate coaching’s influence on factors that contribute to executive functioning and self-determination skills which may underlie academic success and overall life functioning of college students with ADHD and LD. Results indicate that coaching is a promising practice for this population and that it improves students’ self-awareness, self-management skills, and subjective well-being. Implications for future research on coaching and campus practices are discussed.

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