Coaching is a promising practice that college students with LD/ADHD report improves their self-awareness, self-management skills, and subjective well-being¶

Claim · All claims
Evidence · 1 study (2 entries) · causal r1 · q2
Currency · newest study 2014 · checked against its sources 2026-11-01 (automated, 2 of 2 entries) · not reviewed by a person

Subclaims¶

q2 i? Students with ADHD/LD who received coaching reported improved self-awareness, self-management, and subjective well-being. → Richman 2014 q2 i? Quantitative pre/post t-tests did not yield statistically significant differences between coached and comparison students. → Richman 2014 (2)

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? · causal · r1

Authors' synthesis of a nonequivalent groups quasi-experimental study with qualitative interviews of six treatment participants. The article reports that coaching "holds promise as a service" for developing executive functioning and self-determination skills; no effect size is printed.

"This work supports the claim that coaching holds promise as a service that helps students with ADHD/ LD develop better executive functioning and self-determination skills needed for success in college and in life."

Richman 2014 (2)¶

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? · causal · r1

Pre/post survey analysis (S-DSS, BRIEF-A, LASSI) in a self-selected quasi-experiment with 16 treatment and 8 comparison students. The article reports t-tests "did not yield signifi cant results"; no effect size is printed, and the authors call the pattern suggestive pending larger randomized research.

"While the t-tests did not yield signifi cant results, the patterns in- dicate that upon further research using larger, randomly assigned groups, coaching will likely be shown to be an effective intervention technique for improving experi- ences of college students with LD and ADHD."

Discussion¶

Related Claims¶

• Students reported coaching improved six executive functioning skills, including self-talk, emotion regulation, problem solving, planning, life balance, and task initiation — a narrower finding that bears on this claim
• Coaching helped students manage daily stress and enhanced their sense of well-being and self-control — related
• ADHD coaching helped college students with ADHD set more specific goals broken into component steps with incremental deadlines — related
• Students most valued the caring, accountable relationship with their coach, reporting motivation, confidence, and accountability gains — related
• 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 — related
• ACCESS produces a small improvement in self-reported well-being relative to delayed treatment among college students with ADHD — related
• ACCESS does not improve self-reported interpersonal functioning relative to delayed treatment among college students with ADHD — related