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ERIC Number: EJ1182373
Record Type: Journal
Publication Date: 2018
Pages: 23
Abstractor: As Provided
ISSN: ISSN-2379-7762
A Descriptive Review of ADHD Coaching Research: Implications for College Students
Ahmann, Elizabeth; Tuttle, Lisa Joy; Saviet, Micah; Wright, Sarah D.
Journal of Postsecondary Education and Disability, v31 n1 p17-39 Spr 2018
Relative to their typically developing peers, college students with Attention Deficit/Hyperactivity Disorder (ADHD) often have poorer adjustment to college, higher rates of class withdrawal and academic probation, and lower rates of retention. Supportive services for these students are still being researched and developed. ADHD coaching--increasingly recognized as an important component of multimodal treatment for individuals with ADHD--may be a useful support for college students. To examine this question, the authors conducted a comprehensive descriptive literature review of studies examining ADHD coaching outcomes. Nineteen quantitative and qualitative studies of coaching outcomes were identified. Of these, 10 focus specifically on college students. All 19 studies indicate that coaching supports improved ADHD symptoms and executive functioning. The majority of quantitative studies report statistically significant benefits; several report positive trends. Additionally, six studies report improved participant well-being; three demonstrate maintenance of gains; five document high participant satisfaction with coaching. The authors provide: a description of ADHD coaching, a general overview of research on ADHD coaching, a detailed description of research on ADHD coaching for college students, implications for educational institutions, and suggestions for future study.
Association on Higher Education and Disability. 107 Commerce Center Drive Suite 204, Huntersville, NC 28078. Tel: 704-947-7779; Fax: 704-948-7779; e-mail:; Web site:
Publication Type: Journal Articles; Information Analyses; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A