Students reported coaching improved six executive functioning skills, including self-talk, emotion regulation, problem solving, planning, life balance, and task initiation¶

Claim · All claims
Evidence · 1 study · qualitative r3 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q2 i? Interview data indicated improvement in self-talk plus five other executive functioning skills: regulating emotions, effective problem solving, clearer plans, a more balanced life, and initiating and persisting at tasks. → Richman 2014

Evidence¶

Richman 2014¶

Richman, E. L., Rademacher, K. N., & Maitland, T. L. (2014). Coaching and college success. Journal of Postsecondary Education and Disability, 27(1), 33-52. https://www.ahead.org/publications/jped

q2 · i? · qualitative · r3

Thematic analysis of the same six-student qualitative interview sample in the coaching study. The article reports students "discussed six ways that coaching helped them improve how they managed themselves and their resources"; no effect size is printed.

"In addition to self-talk, students also cited improvements in ﬁ ve other executive functioning skills: regulating their emotions, engaging in effective problem solving, developing clearer plans, creating a more balanced and fulﬁ lling life, and initiating and persisting at tasks more consistently."

Discussion¶

Learner Variables¶

Executive Function — outcome: instruction changes it
Problem Solving — outcome: instruction changes it
Self-Regulation — outcome: instruction changes it

Coached students reported growing use of self-talk as an executive functioning strategy, with one exception — possibly the same claim (merge candidate)
Coaching is a promising practice that college students with LD/ADHD report improves their self-awareness, self-management skills, and subjective well-being — a broader claim this one bears on
Students identified coaching benefits in three broad themes (improved cognitions, behaviors, subjective well-being) and limitations including 30-minute session length and desire for more accountability — a broader claim this one bears on

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