Learning Strategies and Coaching: Pathways to
Self-Determination David R. Parker, Ph.D. (CRG) Postsecondary
Disability Specialist/ADD&Life Coach
www.childrensresourcegroup.com (317) 575-9111 ext. 146
Slide 2
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 Whitneys case study Is it the type of service, or
how we deliver it, that influences SD?
Slide 3
An Emerging Postsecondary Service Coaches are trained to ask
clients questions that promote their reflection and ability to
develop realistic plans. In general, they believe that clients are
creative, resourceful, and whole. - Whitworth, Kimsey-House,
Kimsey-House, & Sandahl (2007) Coaches hold clients accountable
for acting on their plans and learning more in the process about
factors that support or restrict their goal attainment efforts. -
Quinn, Ratey, & Maitland (2000) Mentoring Life Coaching ADD
Coaching College Coaching Sports: Guide on the Side
Slide 4
An Emerging Service Areas of focus: o Scheduling o Goal setting
o Confidence building o Organizing o Focusing o Prioritizing o
Persisting at tasks -
https://edgefoundation.org/parents/how-a-coach-helps / Coaching
Addresses 2 Goals: 1)Forward the action 2)Deepen the learning
Slide 5
An Emerging Service Some campuses that offer coaching:
Dartmouth College
http://www.dartmouth.edu/~acskills/academiccoaching.htm l Messiah
College http://www.messiah.edu/offices/disability/coaching/
Northern Virginia Community College
http://www.nvcc.edu/campuses-and-
centers/woodbridge/campus-resources/student-
services/adhd-coaching/index.html UNC-Chapel Hill
http://learningcenter.unc.edu/work-with-academic- coaches/
University of Arizona
http://www.salt.arizona.edu/services/life-adhd-coaching
Slide 6
Coaching Mindset Inquiry model (we ask/listen as we elicit
students agenda) Coaching is a wellness model Coaches believe that
people are creative, resourceful, and whole and, therefore, are
usually able to identify the best ways to reach their own goals We
co-design an alliance unique to each student Coaches work with the
entire student; not just academics
Slide 7
Coaching Techniques Coaches Ask Powerful Questions that Trigger
EF What outcome would be helpful? What are you willing to do to
achieve that? What are your best options? How can you learn more
about that? Whats getting in the way? What would you gain by
starting today? Do you see any pitfalls with that plan? What values
are you honoring by pursuing that? What do you notice about these
questions?
Slide 8
Coaching Techniques Coaches Hold Students Accountable What will
you do? By when will you do it? How will I know how this goes for
you?
Slide 9
Examples of Accountability Here you are, Dr Parker Hi Lucas,
Were you able to try any new wake strategies this morning? I failed
to set my alarm across the room, but I did manage to turn on the
light. So I was still able to make it to work on time. So Ill just
have to set it tonight and I should be able to get up on time and
be to work even earlier. Good update, Lucas. Were you able to
tackle any schoolwork today? I was. I answered my discussion
questions in 1500 and 1650
Slide 10
Practice Coaching Techniques Pair up. Choose roles (coach,
client). Help your client plan a way to reach an actual life goal.
Ask brief, open-ended questions. Let the answers come from the
client. Once the client has identified a plan, develop an
accountability plan: What will you do? By when will you? How will I
know?
Slide 11
Practice Coaching Techniques Do you think it would be a good
idea to go to the library tonight and draft an outline for that
Sociology paper?
Slide 12
Practice Coaching Techniques The coaches are very concerned
about your progress. And it's very intensely about how you are
doing... I suppose that a coach is a specialist on the process of
doing something. I know one thing [my coach] definitely does is,
when she'll ask me a question like, How are you going to get this
done? Or, What do you do to get this done? She's always guiding me
towards the answer, but she never just flat out gives it to me. So,
in a way she's not just giving me the answer; she's teaching me how
to get through everything to get to the answer. The most useful
thing [I've learned through coaching] is really keeping organized
and making my plans and keeping my deadlines The really useful
thing is that plan as well as that analogy of the boat. Like last
night, I was in the middle of writing a research paper. It was 9
o'clock and I was like, If I don't get this rough draft done, I'm
going to be in so much trouble. But I just remembered, No, it's
okay. It's fine. The rough draft will get done and then I'll get to
my finished paper and then I'll get to my final grade and it will
be fine. - Student quotes from Parker & Boutelle (2009)
Slide 13
Finding Qualified Coaches Many coaches work by phone or Skype.
Ask about training and credentialing. Sources for finding a coach:
American Coaching Association http://americoach.org/coachfinder The
Edge Foundation https://edgefoundation.org/parents/get-adhd-
help-now/ ADD Coach Academy
http://www.addca.com/adhd-coach-training/ADHD-Coaches/ The Coaches
Training Institute http://www.thecoaches.com
Slide 14
Comparing Different Models Strategy InstructionADD Coaching
Goal(s)Develop more efficient ways to learn Forward the action;
deepen the learning MethodDidactic (model a strategys steps;
monitor generalization) Inquiry (clarify goals; elicit action plan;
create accountability) Belief about Student Needs direct
instruction Creative, resourceful, and whole Relationship with
Student Instructional model (teacher/learner) Co-active partnership
Logistics1 hour weeklyDesign the alliance; check- ins b/w meetings
Adapted from Byron, J., & Parker, D.R. (2002). College students
with ADHD: New challenges and directions. In L.C. Brinckerhoff,
J.M. McGuire, & S.F. Shaw (Eds.), Postsecondary education and
transition for students with learning disabilities, (2 nd edition).
Austin, TX: PRO-ED.