Academic Advising as an Intervention for College Students with ADHD.

Abstract

An innovative approach to academic advising is being proposed as an intervention for college students with attention deficit hyperactivity disorder (ADHD). This is a student-centered developmental approach that includes specific elements of coaching, such as open-ended questioning, creating a safe space for students with challenges in self-regulation and executive function, and holding students accountable for their actions. Given the ubiquitous nature of academic advising on college campuses, this hybrid advising model can have a significant impact on the graduation and retention rates of students with ADHD who might otherwise drop out of college, despite having the competencies necessary for postsecondary success. Five students with ADHD were tracked at a small private college in the Northeast as they met with their advisors over 15 weeks. Their comments illustrate the five components of intervention advising for ADHD: the advisor-advisee relationship, postsecondary readiness, goal-setting, action steps/implementation, and accountability.

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