Executive Function Coaching: Assisting With Transitioning From Secondary to Postsecondary Education

Area of Science:

• Neuroscience
• Educational Psychology

Background:

• Attention-Deficit/Hyperactivity Disorder (ADHD) is characterized by deficits in self-regulation and executive functioning (EF).
• Students with learning disabilities (LD) frequently exhibit co-occurring EF impairments.
• The increasing enrollment of students with ADHD and/or LD in higher education necessitates effective transition support.

Purpose of the Study:

• To examine the challenges faced by students with ADHD and/or LD during the transition from secondary to postsecondary education.
• To explore the efficacy of Executive Function (EF) coaching as a support mechanism for these students.

Main Methods:

• A review of scholarly articles on EF coaching efficacy and the transition experiences of students with ADHD and/or LD.
• Consideration of best practices in EF coaching for this demographic.

Main Results:

• Existing literature suggests EF coaching can enhance EF skills.
• There is a limited amount of empirical research specifically validating EF coaching efficacy.
• While EF coaching is supported for the high school to college transition, published research remains scarce.

Conclusions:

• The current research landscape highlights a need for more evidence-based EF coaching programs.
• Recommendations for future research are provided to advance the field.
• An EF coaching model at Lynn University's Institute for Achievement and Learning (IAL) is presented as a case study for student support.