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Inquiry model of ADHD coaching

Design · All designs
Evidence · 2 claims (2 for) · 1 study (1 qualitative), q2 · 0 of 1 report an effect size · 2 claims rest on one study

Description

The article describes ADHD coaching as an "inquiry" model that contrasts with didactic academic services such as tutoring or strategy instruction. Rather than telling students what to do, "coaches use specific types of questions to model effective executive functioning and to elicit students' own ideas as they increase their capacity to clarify, plan, and take action on goals." Coaches' questions promote reflection and more accurate self-awareness, after which coaches hold clients accountable for acting on their plans, so students learn what supports or restricts their goal attainment.

Design Implications

Context

Requirements

  • Coaches with specialized training and experience coaching students with ADHD
  • Regular accountability check-ins between sessions

Constraints

  • Developed as a private practice model; distinct from therapy, tutoring, and strategy instruction

Target Learners

  • college students with ADHD

Learning Goals

  • executive functioning and self-regulation
  • academic goal attainment

Claims

Examples

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Key Sources

  • Parker, D. R., Field Hoffman, S., Sawilowsky, S., & Rolands, L. (2010). An Examination of the Effects of ADHD Coaching on University Students' Executive Functioning. Journal of Postsecondary Education and Disability, 24(2), 115-132. https://www.edgefoundation.org
Page metadata
Field Value
type design
id inquiry-model-adhd-coaching
title Inquiry model of ADHD coaching
description The article describes ADHD coaching as an "inquiry" model that contrasts with didactic academic services such as tutoring or strategy instruction.
status review
generated by process:settle-candidates on 2026-10-16
trust unverified — no one has confirmed this page's content
sources 1 — parker-2010

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