ADHD College Coaching: Potential Adverse Events

Parker, David R.; Sleeper-Triplett, Jodi; Field, Sharon; Sawilowsky, Shlomo S.

doi:10.1521/adhd.2018.26.2.10

Cited by 2 publications

(4 citation statements)

References 19 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…However, some models highlight ADHD Coaching as based on or similar to CBT [ 186 , 196 , 199 , 208 ]. The role of the coach is to support clients to improve self-regulation, defined as the ability to persist in goal-directed behaviour through time [ 204 , 209 ], by modelling cognitive strategies, practising non-judgement, offering pragmatic support and guidance, and holding clients accountable by reflection in session or monitoring progress via between session check-ins. Negative emotions are addressed as barriers to goal achievement and confidence, but models are specific that ADHD coaching is practical [ 186 ], dealing with “what, when and how–never why” [ 213 ].…”

Section: Results and Analysismentioning

confidence: 99%

“…Treatment approaches in ADHD Coaching models are primarily cognitive behavioural, including reframing negative self-talk [ 228 ], continuous reinforcement [ 189 , 209 ], implementing rewards and consequences [ 188 , 189 , 192 , 196 , 212 ], and between-session assignments [ 192 , 196 , 209 , 217 ]. These models focus on the characterisation of ADHD as deficits in executive function relating to goal-directed behaviour, disorganisation and planning, motivation, and ultimately self-regulation.…”

Section: Results and Analysismentioning

confidence: 99%

“…These models focus on the characterisation of ADHD as deficits in executive function relating to goal-directed behaviour, disorganisation and planning, motivation, and ultimately self-regulation. Citations for characterisation in ADHD Coaching models include one referencing DSM IV [ 211 ], three reference DSM-IV-TR [ 191 , 202 , 214 ], one reference to Brown’s Executive Function Model [ 195 ], and twenty-eight reference Barkley specifically [ 118 , 128 , 143 , 186 , 188 , 189 , 191 – 194 , 196 – 201 , 203 – 207 , 209 , 212 , 214 – 218 ].…”

Section: Results and Analysismentioning

confidence: 99%

See 2 more Smart Citations

The impact of psychological theory on the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in adults: A scoping review

2021

View full text Add to dashboard Cite

Psychological theory and interpretation of research are key elements influencing clinical treatment development and design in Attention Deficit Hyperactivity Disorder (ADHD). Research-based treatment recommendations primarily support Cognitive Behavioural Therapy (CBT), an extension of the cognitive behavioural theory, which promotes a deficit-focused characterisation of ADHD and prioritises symptom reduction and cognitive control of self-regulation as treatment outcomes. A wide variety of approaches have developed to improve ADHD outcomes in adults, and this review aimed to map the theoretical foundations of treatment design to understand their impact. A scoping review and analysis were performed on 221 documents to compare the theoretical influences in research, treatment approach, and theoretical citations. Results showed that despite variation in the application, current treatments characterise ADHD from a single paradigm of cognitive behavioural theory. A single theoretical perspective is limiting research for effective treatments for ADHD to address ongoing issues such as accommodating context variability and heterogeneity. Research into alternative theoretical characterisations of ADHD is recommended to provide treatment design opportunities to better understand and address symptoms.

show abstract

Section: Results and Analysismentioning

confidence: 99%

Section: Results and Analysismentioning

confidence: 99%

Section: Results and Analysismentioning

confidence: 99%

See 1 more Smart Citation

The impact of psychological theory on the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in adults: A scoping review

2021

View full text Add to dashboard Cite

show abstract

“…Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas and increase self-awareness and problem-solving solutions (Parker et al, 2018; Richman et al, 2014). Parker & Boutelle (2009) noted the use of specific questioning in the coaching process to increase student self-awareness and identification of goal areas.…”

Section: Coachingmentioning

confidence: 99%

Using Technology as a Compensatory Technique for Executive Function Skill Deficits During the Coaching Process

Anderson

Marino

2022

J Spec Educ Technol

View full text Add to dashboard Cite

Enrollment rates of students with disabilities (SWD) in postsecondary education continue to rise, yet SWD continue to face challenges with persistence toward degree completion. Executive function deficits (e.g., difficulty concentrating, managing time, problem solving, or planning) often impact academic, social, and occupational function. Academic and social adjustment to the complexity of life beyond students' homes can be stressful, further exacerbating difficulties with executive function skills necessary for postsecondary success. Coaching can assist young adults during postsecondary education to enhance executive function skills and has the potential to reduce stress and anxiety. Coaching is a collaborative, client-centered process designed to elicit client identification of goal areas, increase self-awareness, and problem-solving solutions. This practitioner article explores executive function skills, coaching, and how technology can be used within the coaching process to support executive function deficits for students in the postsecondary environment.

show abstract

ADHD College Coaching: Potential Adverse Events

Cited by 2 publications

References 19 publications

The impact of psychological theory on the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in adults: A scoping review

The impact of psychological theory on the treatment of Attention Deficit Hyperactivity Disorder (ADHD) in adults: A scoping review

Using Technology as a Compensatory Technique for Executive Function Skill Deficits During the Coaching Process

Contact Info

Product

Resources

About