Learning Strategies and Coaching: Pathways to Self-Determination

David R. Parker, Ph.D. (CRG) Postsecondary Disability Specialist/ADD&Life Coachwww.childrensresourcegroup.com(317) 575-9111 ext. 146

Overview of Strand Day 1: Strategy Instruction

◦ Important outcomes◦ How/why we teach strategies◦ Strategies mindset◦ Share/learn/practice some strategies

Day 2: ADD Coaching◦ An emerging postsecondary service◦ Coaching mindset◦ Practice coaching techniques◦ Comparing strategies and coaching

Day 3: Self-Determination◦ What is self-determination?◦ Why SD matters in college students◦ Whitney’s case study◦ Is it the type of service, or how we deliver it, that influences

SD?

What Is Self-Determination?“Self-determination is the ability to identify and

achieve goals, based on a foundation of knowing and valuing yourself.”

- Field & Hoffman (1994, p. 164)

“…is a combination of skills, knowledge, and beliefs that enable a person to engage in goal directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults.” - Field, Martin, Miller, Ward, & Wehmeyer (1998, p. 115)

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Environmental Supports1980’s genesis of SD movement based on

surprising findings about how caring adults unintentionally suppressed students’ SD

Environmental factors that promote SD:◦Self-determined role models◦ Instruction and support to develop SD◦Opportunities for choice◦Positive communication patterns◦Availability of student supports - Field, Sarver, & Shaw (2003)

Why SD Matters Interventions that promote self-determination are positive and

collaborative in nature, fostering security while also providing freedom of choice versus directive, critical, or controlling counsel (Field et al., 2003; Ryan & Deci, 2000).

Studies have demonstrated that successful students and adults with LD exhibit strong self-determination skills. These people are more self-aware, proactive, goal and action oriented, adaptable, and able to exert self-control (Raskind, Goldberg, Higgins, & Herman, 1999; Reiff, Gerber, & Ginsberg, 1993; Wehmeyer, 1996).

A significant relationship has been found between self-determination skills and both GPA and retention rates for college students with disabilities (Sarver, 2000; Jameson, 2007). Students with disabilities have identified self-determination skills as critical to their academic success in college (Getzel & Thoma, 2006, 2008; Parker & Boutelle, 2009), specifically self-awareness, problem solving, goal setting, and self-management skills which include managing emotions, organizing time and possessions (Field & Hoffman, 1994; Getzel & Thoma, 2006, 2008). College students have also expressed a wish to have learned more self-determination skills prior to their postsecondary experiences (Getzel & Thoma, 2006, 2008).

- Richman, E.L., Rademacher, K.N., & Laurie Maitland, T. (2014). Coaching and college success. Journal of Postsecondary Education and Disability, 27(1).

Why SD MattersRyan & Deci’s (2000) Theory of Self-Determination

A basic need (physical or psychological) is an energizing state that, if satisfied, conduces toward health and well-being, but, if not satisfied, contributes to pathology and ill-being. (p. 74)

The basic needs for“competence, autonomy and relatedness” must be satisfied across the lifespan for the individual to experience an ongoing sense of integrity and well-being.” (pp. 74-75)

When these needs are satisfied, internal motivation is increased.

- http://www.selfdeterminationtheory.org/theory/

Why SD MattersAHEAD’s Program Standards5. Counseling and Self-Determination To facilitate equal access to postsecondary education for students

with disabilities, the office that provides services to students with disabilities should:

5.1 Use a service delivery model that encourages students with disabilities to develop independence.

Educate and assist students with disabilities to function independently.

Develop a program mission that is committed to promoting self-determination for students with disabilities.

CAS StandardsIn the Program (General Standard) criterion category 2 all functional areas must:   assess relevant and desirable student learning and development provide evidence of impact on outcomes articulate contributions to or support of student learning and

development in the domains not specifically assessed

Link to your Day 1 “Outcomes” posters

Why SD MattersPromoting self-determination

allows people, including students with disabilities, to achieve greater autonomy as they develop new knowledge and skills necessary to meet their own goals.

Sean’s video

Whitney’s Case StudyWhitney Hernandez Junior at Western Massachusetts College Majoring in fashion design Diagnosed with moderate LD in 4th grade (dyslexia; affects

processing speed, reading comprehension, spelling) Fairly adept with assistive technology (SmartPen, alternate

format texts) Dr. Michael Tendron (faculty advisor): one of the most talented

students he’s worked with in 20 years Whitney wants to apply for Bolger internship next summer to

live in NYC/work for a fashion designer such as Ralph Lauren or Vera Wang, but…

Old fears about being “found out” and getting overwhelmed by job-related reading and writing activities begin to plague her.

Should she disclose on the application? Will she be able to perform all the rapid information processing tasks required during training/throughout the internship? - Parker, D.R., Field, S., & Hoffman, A. (2012). Self-Determination Strategies: Case Studies of Adolescents in Transition (2nd ed.). Austin, TX: PRO-ED.

Whitney’s Case StudyWhitney worked closely with you/your

DS office her freshman year (tech-based strategy instruction, self-advocacy, accommodations)

Last two years: accommodations onlyToday she is in your office, nervous

and excited, not sure what to do:◦What services would you recommend or

offer to address her needs?◦How could these promote her self-

determination?

Practices that Promote Student Self-DeterminationIs it the type of service we offer

(strategies, coaching, tutoring, advising) or the manner in which we offer services?