Context matters: A review to formulate a conceptual framework for coaching as a disability accommodation

Area of Science:

• Neuroscience
• Psychology
• Adult Education

Background:

• Dyslexia impacts 5-8% of the workforce, yet adult populations remain under-researched.
• Legal protections and disability accommodations are mandated for employees with dyslexia.
• Current accommodations, like coaching, lack theoretical frameworks and impact evaluations.

Purpose of the Study:

• To systematically review face-to-face learning interventions for adults with dyslexia.
• To determine intervention conditions that improve working memory (WM) and self-efficacy (SE).
• To assess the impact of these interventions on functional work performance outcomes.

Main Methods:

• A narrative, systematic scoping review using a realist pragmatic epistemology.
• Iterative approach informed by expert/stakeholder consultation and user data.
• Synthesis of 25 studies from eleven countries on learning intervention theories and outcomes.

Main Results:

• Interventions aligned with Social Cognitive Learning Theory improved SE and, surprisingly, WM.
• Metacognition, stress management, and Goal Setting Theory were identified as key intervention features.
• Face-to-face coaching may facilitate better transfer of learning to functional skills like comprehension compared to computerized training.

Conclusions:

• Theoretically underpinned interventions can enhance working memory and self-efficacy in adults with dyslexia.
• Coaching offers a promising, contextualized approach for improving work-related functional skills.
• Further primary research is needed to evaluate interventions for adult dyslexic populations and inform disability accommodations.