Fostering Student Self-Determination and Enhancing

Learning through Coaching 

Jodi Sleeper-Triplett, MCC,BCC, SCAC JST Coaching & Training www.jstcoaching.com

Session Objectives

•  Define ADHD Coaching •  Explain How Coaching Fosters Self -Determination in

Students with ADHD/EF •  Offer an Overview of Coaching Research Studies •  Demonstrate The Core of Coaching •  Differentiate Between Professional Coaching and Use

of Coaching Skills

Life Coaching

Life Coaching is a forward-thinking process which addresses specific personal,

academic or work issues identified by the client, examining what is going on right

now, discovering obstacles or challenges and choosing a course of action to

improve all life areas. 

ADHD Coaching “ADHD Coaching is a collaborative,

supportive, goal-oriented process in which the coach and the client work together to identify

the client’s goals and then develop the self-awareness, systems, and strategies – the skills – necessary for the client to achieve those goals

and full potential”

Sarah Wright, ADHD Coaching Matters: The Definitive Guide. Pg. 22

What is ADHD Student Coaching?

•  ADHD coaching embraces the ideals and core competencies of both life coaching and ADHD/EF/LD coaching. We follow the students’ agenda, supporting student-directed choices.

•  In ADHD coaching, we hold our students more accountable and usually have a tighter plan with more frequent contact than in general life coaching.

How Does Coaching Foster Self-Determination in Students with

ADHD and EF?

“[The result of shifting to a coaching mindset] is that students are more focused and their goals are more

clearly defined. There’s an enhanced renewal of energy around their academics.  The students without

a doubt come to my office knowing that they are clearly in charge. The students are far more confident

now and are empowered.”

Antonia Messuri, Director of the Office of Accessibility Services at St. Michael’s College, Colchester, Vermont

Self-Determination & Coaching Skills

• Empowers vs. enables • Increases self-advocacy • Builds awareness through reflection

Competence

• Student always in choice- their agenda • Promotes safe risk-taking and experimentation • Uses powerful questions guiding exploration

Autonomy

• Engages in a close, trusting relationship • Supports strengths and values • Listens actively to student’s place

Relatedness

Coaching Research Linked to Self-Determination Theory

1.  Maitland, Rademacher, Richman (2014) Coaching and College Success University of North Carolina at Chapel Hill. Journal of Postsecondary Education and Disability. Volume 27(1),

2.  Parker, Field-Hoffman, Sawilowsky & Rolands. (2011). Self-Control

in Postsecondary Settings: Students' Perceptions of ADHD College Coaching. Journal of Attention Disorders 17(3) 215232.

3.  Parker, D. R., & Boutelle, K. (2009). Executive function coaching

for college students with LD and ADHD: A new approach for fostering self-determination. Learning Disabilities Research & Practice, 24(4), 204-215.

Maitland, Rademacher, Richman. 2014

Students reported that coaching enhanced their self-determination in five ways. The intervention enhanced their autonomy by promoting their self-awareness, bolstering their self-esteem, increasing their effectiveness in working toward goals, strengthening their ability to establish more realistic goals, and encouraging their critical reflection on their goal-attainment efforts.

Parker, Field-Hoffman, Sawilowsky & Rolands. (2011)

•  All coaches used the JST Coaching Model. •  As the coaching process unfolded, students

became more self-regulated. In addition, they gained a better understanding of the importance of paying attention to all aspects of their lives, not just academics.

•  Students improved in the areas of skill, will and self-regulation, all of which are key to becoming self-determined.

JST Coaching Model Cycle of Action

JST Coaching Model Cycle of Success

Parker, D. R., & Boutelle, K. (2009) A purposive sample of seven of these students participated

in two interviews.

All seven described highly self-determined approaches to goal attainment that they associated with coaching. These students also reported that, in contrast to traditional campus services, coaching focused primarily on supporting their emerging autonomy, helping them develop and manage their executive function skills and promoting their self-efficacy and confidence about future success.

The Core of ADHD Student Coaching

•  Powerful, Open-ended Questions

•  Active Listening

•  Direct Communication

•  Creating Awareness

•  Shifting Mindset

•  Invoking Curiosity

Powerful Questioning

This method involves posing open-ended, non-judgmental questions that will help the student

identify and articulate next steps and goals. Example: “What is your level of confidence around

doing well on the exam?”

Active Listening

Active listening is defined as listening beyond the spoken word. What is the student’s tone of voice,

demeanor, or level of confidence? What might be the subtext or the hidden agenda? Example: “I

notice that you say that you’re ready for the exam, but your body language is suggesting something

else.”

Direct Communication

Direct Communication is clear and effective and communication that conveys feedback to

students, often complemented by reframing and offering alternate perspectives to help them

identify options. Example: “As I watch you squirm in your chair, I wonder how you might look at this

exam prep in a less stressful way.”

Creating Awareness Coaching helps students become more self-aware

and to reflect on their decisions and subsequent actions.

For student with ADHD and EF issues, coaches offer insight into the neurobiology of the brain to help students better understand how to best use skills and strategies to improve in areas of difficulty.

Shifting Mindset

Through the use of thought-provoking questions and challenging a student’s fixed mindset,

coaches are able to guide students toward shifting to a growth mindset which opens doors to possibilities in all life areas. For example:

The ability to sustain effort on a difficult task, seeing effort as the path to mastery and success, is an

positive shift for struggling students.

Invoking Curiosity By invoking curiosity, coaches demonstrate that they are genuinely interested in hearing from the student.

Simple questions, such as: “Tell me more about that” or “I am curious about your new science course. Would you be willing to tell me

about it? “ provide an opportunity for students to share and feel that their opinion counts. This encourages more open interactions as the coaching relationship progresses.

Professional Coaching vs. a Coach Approach

Professional Certified Coaches •  Training •  Coaching Practice Hours •  Mentoring •  Written and Oral Exams •  Average of Two Years to Completion  

Service Providers Using Coaching Language and Coaching Strategies in Their Current Role

Websites JST Coaching & Training www.jstcoaching.com

International Coach Federation

www.coachfederation.org

Children and Adults with Attention Deficit Disorder

www.chadd.org

Center for Credentialing and Education (CCE-Global)

www.cce-global.org

ADHD Coaches Organization (ACO)

www.adhdcoaches.org

Attention Deficit Disorder Association (ADDA)

www.add.org

ADDitude Magazine www.additudemag.com

Edge Foundation www.edgefoundation.org

Books •  Brown, Thomas. Smart But Stuck. 2014 •  Dawson & Guare. Smart But Scattered for Teens. 2012 •  Dweck, Carol. Mindset. 2008 •  Field & Parker (Editors). Becoming Self-Determined:

Creating Thoughtful Learners in a Standards-Driven, Admissions-Frenzied Culture. 2016

•  Sleeper-Triplett, Jodi. Empowering Youth With ADHD: Your Guide to Coaching Adolescents and Young Adults for Coaches, Parents and Professionals. 2010

•  Whitworth, Kimsey-House, Sandahl. Co-Active Coaching. 2011 3rd Edition

•  Wright, S. ADHD Coaching Matters. 2014

Jodi Sleeper-Triplett Jodi@jstcoaching.com www.jstcoaching.com