Multidimensional Strategies for Overcoming Time-Related Challenges of Transition-Age Students With Learning and Attention Disorders

Abstract

Date Presented 04/04/19 College students with learning and attention disorders face obstacles related to time and time management. This qualitative analysis delineates and describes the types of strategies that students use to compensate for time-related challenges across multiple domains, which include academics, career preparation, and social and daily life. Understanding these strategies and how they are used is important for informing interventions that support occupational performance. Primary Author and Speaker: Consuelo Kreider Additional Authors and Speakers: Mackenzi Slamka, Sharon Medina

Cognitive Strategies: Moderating the Relationship between Executive Functions and Daily Functioning

“…The item scores are averaged to calculate the TOPS total score in the Parts A through D domains; higher total scores indicate better daily functioning. The questionnaire has good reliability and validity [ 14 ]. Internal reliability for this study was 0.94.…”

“…Studies about the need and role of cognitive strategies and their relationships to EF and daily functioning were conducted mainly among populations with learning or attention difficulties [ 14 ] and traumatic brain injury [ 5 ]. Despite demonstrated associations between EF and daily performance, little of the literature addresses the role of cognitive strategies in moderating these relationships [ 15 , 16 ].…”