We hope you didn’t miss last week’s exciting news:

The Edge model of coaching has been proven to be effective at improving students’ abilities to study and succeed in school.

If you don’t have enough time to read the full report, here’s what you need to know about the findings in a nutshell.

The Edge model of ADHD coaching:

• improved students’ approach to learning
• increased students’ well being and led to more positive emotional states, and
• is highly effective in helping students improve self-regulation, study skills and will.

The Edge model of ADHD coaching improves executive functioning

Students who received Edge coaching showed:

• substantial gains in their overall approach to learning,
• significant improvement in their ability to organize, direct and manage cognitive activities, emotional responses and overt behaviors,
• increased ability to formulate realistic goals and consistently work toward achieving them
• more effective time management skills, and
• improved ability to stick with tasks even when they found them challenging.

The impact of Edge coaching was highly statistically significant:

• Improvement in self regulation was more than double for that of other educational interventions.
• The improvement on executive function was quadruple other interventions.
• Research findings with effect sizes that large (i.e. double and quadruple other interventions) are rare.

The number of ADHD students dropping out of high school and college is alarming. Close to 30% of students with ADHD will drop out of college. With the Edge model of ADHD coaching, ADHD students don’t have to be “at risk” students.

The results of a new study being released this week at the Children and Adults with Attention Deficit Hyperactivity Disorder (CHADD) annual conference in Atlanta demonstrate the effectiveness of a new model of coaching, developed exclusively for and used by the Edge Foundation, to help college students with ADHD improve executive functioning, which is their ability to organize, set and achieve goals, and self regulate — all critical skills needed for a successful post secondary education. Additionally, students who participated in the study felt that coaching helped them feel less stress, greater empowerment, increased confidence and have more balanced lives.

Researchers from Wayne State University in Michigan conducted the study over two years in 10 universities and community colleges throughout the country and tracked the progress of 110 students with ADHD.  It is the largest and most comprehensive study of ADHD coaching conducted to-date. The research team measured students’ progress through both quantitative and qualitative analysis and have determined , “This study demonstrated that the Edge coaching model was highly effective in helping students improve executive functioning and related skills as measured by the Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002). The magnitude of the effect size for self regulation was more than double the typical educational intervention, and executive functioning was quadruple. Findings with effect sizes that large are rare.”

Coaching has long been used by corporations to improve performance of CEOs and executives, but little research has been done until now on the impact this particular kind of intervention may have on populations with learning disabilities, like those living with ADHD. While medication has been shown to improve academic productivity (better note-taking, scores on quizzes and worksheets, and homework completion), medication alone is not associated with skills students need to meet the demands of college which they must navigate more independently than in previous schooling.

The Edge Foundation coaches work with students in seven major areas: scheduling, goal setting, confidence building, organizing, focusing, prioritizing and persisting at tasks. They help students assess their environments, identify needs, set goals, and offer suggestions and guidance. Coaches monitor student progress and goals through regular phone or e-mail check-ins.

Executive Summary and link to full report pdf

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What do you think of the research?  We’d love to hear your comments.

This fall Edge Foundation Executive Director, Robert Tudisco, spoke to a group of CHADD parents at CHADD at Villanova University in Pennsylvania. Here are three video clips from his presentation. If you’d like Rob to speak to your group, send us an email to schedule a time.

What it’s like living with ADHD

This video is a little longer than the standard clip, but it’s worth watching because it tells a great story about what it is like to live with ADHD. Imagine New York’s La Guardia airport with one runway:

Heading off to college with ADHD? Watch this.

Wondering how an ADHD coach helps? Here’s Rob’s take:

Is there a topic you’d like to see covered as a video? Please let us know in the comments.

Attention-deficit/hyperactivity disorder (ADHD) has long been associated with poor grades, poor reading and math test scores, and being held back. But despite billions of dollars spent on special education programs, the number of ADHD students dropping out of high school and college is alarming. Now a new study shows that ADHD students don’t have to be “at risk” students.

ADHD Students are “At Risk” Students

A few sobering facts to consider about the impact of ADHD on students’ success:

• High school students with ADHD are 4 times more likely to drop out of school than the general population.
• 42% of ADHD students are likely to be held back (compared to 13% general population).
• 60% of ADHD students are likely to be suspended (compared to only 19% of the general population).
• And 35% of ADHD students won’t graduate at all and those who stay in school will suffer from lack of confidence, higher risk of substance abuse and menial grades (on average a C- or D+).
• Only 22% of students with ADHD enter college.
• Only 5% will graduate.

Why ADHD Students are at Risk

Students with ADHD are vulnerable because ADHD impacts the portion of the brain that regulates what  is known as  executive functioning. ADHD students have executive function deficits in attention, planning and organization, prioritization, impulse control, memory, time management, and higher-order conceptual thinking.

Turns out a student’s executive function levels are well known by researches to be a hallmark of academic success.

Coaching Boosts Executive Functioning

Edge Foundation’s study offers hope for students with ADHD because it definitively links coaching to improved executive functioning.  And improved executive functioning means more success in school.

ADHD students who participated in Edge coaching sessions demonstrated statistically significant, higher executive functioning than ADHD students who did not receive coaching. According to the study, “The magnitude of the effect size for self regulation was more than double the typical educational intervention, and executive functioning was quadruple. Findings with effect sizes that large are rare.”

Coaching has long been used by the corporate world to improve performance of CEOs and executives, but little study has been done until now on the impact this particular kind of intervention may have on populations with learning disabilities, like those living with ADHD. While medication has been shown to improve academic productivity (better note-taking, scores on quizzes and worksheets, and homework completion), medication alone is not associated with skills like better learning, reading or the ability to apply knowledge, all of which are critical in a successful post secondary education.

ADHD Coaching Research Study Results

Students who received Edge coaching showed substantial gains in their overall approach to learning.  The study showed that students who received Edge coaching services showed significant improvement in their abilitiy to organize, direct and manage cognitive activities, emotional responses and overt behaviors.  They were able to formulate goals more realistically and consistently work toward achieving them, manage their time more effectively, and stick with tasks even when they found them challenging.

How Edge Coaching Works

Edge Foundation coaches work with students in seven major areas: scheduling, goal setting, confidence building, organizing, focusing, prioritizing and persisting at tasks. Coaches help students assess their environments, identify needs, set goals, and offer suggestions and guidance. They monitor student progress and goals through regular phone or email check-ins. The protocol of regularly checking in with clients provides for more structure and accountability. When coaching teens and college students, check-ins are usually made every day.

If you’d like to find out more about how an Edge coach can help you succeed in school, give us a call (1-888-718-8886), send us an email or sign up for our newsletter .

Reference Links:

ADHD and College Success: A free guide

Edge Foundation Coaching Study Executive Summary

UC Davis Study:  Dropout risks: ADHD, conduct disorder, smoking

ADHD and Executive Functioning

Executive Function, ADHD and  Academic Outcomes

Because the Edge Foundation is committed to evidence-based practices, we engaged in a two year, $1M study to research the effects of personal coaching on the lives and academic success of college students with ADHD. This is the largest and longest such study ever conducted, and was the first to provide quantitative data on the effects of ADHD Coaching in this population and was completed in August 2010.

Two-Year Research Project

A select Wayne State University research team from the College of Education’s Center for Self-Determination and Transition conducted a three-phased, two-year project to measure the effectiveness of the Edge coaching strategies on the academic, professional, and social achievements of students with ADHD in college and university settings.*  The 24-month project had three key phases:

• Phase One: Preparation (June-December 2008)
• Phase Two: Pilot Study (January-July 2009)
• Phase Three: Field Test (August 2009-June 2010)

The final phase of the project was a controlled study with randomly-selected experimental and control groups, specifically designed data collection instruments and protocols, and use of standard scientific statistical methodologies.

Important links:

A report of the research findings and a link to the full report can be found on our ADHD Coaching Research Page.

The Wayne State University Research Team

The Wayne State University Research Team consists of three key faculty associated with the Center for Self-Determination:

Sharon Field, Ed.D., is principal investigator and project director for the Edge research study. Dr. Field is Professor (Research) in the Department of Administrative and Organizational Studies in the College of Education and co-director of the Center for Self-Determination and Transition. The author of three books, 10 book chapters, 24 journal articles and 11 instructional-materials packages, Dr. Field has procured and directed research grants totaling more than $3.1 million.

Shlomo Sawilowsky, Ph.D., is the research and statistical specialist for the Edge research study. He is Professor of Educational Evaluation and Research, Wayne State University Distinguished Faculty Fellow, and Assistant Dean of the College of Education. He is the past president of the American Educational Research Association SIG/Educational Statisticians, who published his most recent book (Real Data Analysis, 2007). Dr. Sawilowsky has published more than 100 articles in social- and behavioral-science research methodology, statistics, psychometrics, and evaluation journals (including Russell A. Barkley’s prestigious The ADHD Report), and has served as principal investigator or evaluation specialist on numerous research grants.

David R. Parker, Ph.D., served as a Research Associate at Wayne State’s College of Education to help complete this study.  Currently a Postsecondary Disability Specialist at CRG, Inc. and the Executive Editor of the Journal of Postsecondary Education and Disability, Dr. Parker has published 13 peer reviewed journal articles and book chapters.  His research interests include ADHD coaching, self-determination, technology-infused learning strategies, and Universal Design for Instruction.  Dr. Parker has served as the administrator of LD/ADHD disabililty services offices at the University of North Carolina at Chapel Hill and the University of Connecticut and Project Director for a STEM/Students with Disabilities National Science Foundation grant project at Washington University in St. Louis.

Laura Rolands is a Research Assistant with Wayne State University and the owner of My Attention Coach. She holds a Bachelors degree in Business from Michigan State University and a Masters Degree in Industrial and Labor Relations from Cornell University. Laura provided data collection, analysis, communication support and coaching expertise to the study.

Alan Hoffman, Ed.D., serves as a consultant on all phases of the project. Dr. Hoffman is Professor of Theoretical and Behavioral Foundations, the co-director of the Center for Self-Determination and Transition, and chair of the Marriage and Family Psychology program in the WSU College of Education. As a psychologist and former director of student affairs on college campuses, he provides important expertise to the project.

Deerbrook Charitable Trust granted the Edge Foundation a two-year $805,000 grant and the Foundation of Coaching granted the Edge Foundation a $40,000 grant to study the impact of coaching on the academic success rates of college students. Additional funds are provided by Edge Foundation CEO and Founder, Neil Peterson. The grants provides a controlled study of coaching for 250 students with ADHD at seven universities across the country. The grants also provide the research team to evaluate the impact of coaching on these students. Universities selected represent small and large, public and private, 2-year and 4-year institutions.

*The ADHD coaching model used by Edge was developed by JST Coaching, LLC.

Quantifying the Effectiveness of Coaching for College Students with Attention Deficit/Hyperactivity Disorder:  Final Report to the Edge Foundation

Executive Summary

Sharon Field, Ed.D., David Parker, Ph.D., Shlomo Sawilowsky, Ph.D. and Laura Rolands, M.A.
Wayne State University

A complete copy of the report,Quantifying the Effectiveness of Coaching for College Students with Attention Deficit/Hyperactivity Disorder,  can be dowloaded at this link.

This report describes results from a study to examine the effectiveness of the Edge coaching model on the academic success of students with ADHD in college and university settings. The study clearly demonstrated that Edge coaching services had a significant and meaningful impact on students’ self-regulation, executive functioning skills, and well-being.

Students from eight universities and two community colleges from a variety of geographic regions across the United States participated in the study.  A total of 127 participated in the study. Students were randomly assigned to either the treatment group (N=88) or the comparison group (N=39). It is the largest study to date to examine the effects of ADHD coaching.

This study demonstrated that coaching services provided according to the Edge model were highly effective in helping students improve their self-regulation, study skills and will.  It helped to build students’ confidence and enhanced their organizational and time management skills. Participation in Edge coaching services resulted in improvement in students’ approach to learning. It also enhanced their sense of well-being and resulted in more positive emotional states, which have been linked by research (Fredrickson & Branigan, 2005) to more effective learning.

This study demonstrated that the coaching services provided according to the Edge model were a highly effective intervention to help students improve executive functioning and related skills as measured by the Learning and Study Strategies Inventory (LASSI; Weinstein & Palmer, 2002). The LASSI measures Executive Functioning Skills as they are applied in academic environments. Executive functioning is an umbrella construct reflecting self-regulatory mechanisms that organize, direct, and manage other cognitive activities, emotional responses, and overt behaviors (Gioia, Isquith, & Guy 2001).  The difference in gain on total LASSI scores between the Edge coaching group and the comparison group was statistically significant (p < .01.The Edge coaching group had a mean gain of 182.67 points pre to post, whereas the comparison group’s mean gain was only 64.05 points. The LASSI is comprised of three cluster scores: Self-regulation, Skill and Will.  There were also significant differences between the Edge coaching group and the comparison group, in favor of the treatment group, on all three cluster scores. The differences between the treatment and comparison groups were significant (p < .05) for the Skill and Will clusters Self-Regulation (p < .01) cluster. Partial Eta², is a measure of treatment impact that is useful for determining the practical significance following a statistically significant finding.  This analysis revealed that the Edge coaching intervention demonstrated a moderate treatment outcome for the Skills and Will clusters and as a large treatment outcome for the Self-Regulation cluster.

Qualitative analysis of interview findings corroborated the findings from the LASSI. Students’ comments and artifacts indicated that Edge coaching services helped them establish more effective goals and pursue those goals in more efficient, less stressful ways.  Students attributed this outcome to coaches’ proficiency in helping them reflect on themselves and their goals more often, in more realistic and positive ways, and to regulate their feelings and behaviors more effectively while pursuing those goals.  Thematic analysis of interviews resulted in a major emphasis on self-regulated behavior with a focus within self-regulation on improved routines and structures and more effective self-talk. Results from this study also demonstrated that participation in Edge coaching services enhanced students’ sense of well-being and resulted in more positive emotional states.  Edge students’ overall mean score on the College Well-being Survey (Field, Sawilowsky, Parker, & Roland, 2010) was statistically significantly higher than comparison students’ mean Well Being score, when corrected for initial differences in executive functioning.  Again, qualitative analysis corroborated that Edge coaching services increased students’ subjective well-being. Thematic analysis of interviews resulted in the designation of positive feelings as an area of major impact of the Edge coaching model. Major themes within the category of positive feelings were less stress, greater empowerment, increased confidence and more balanced lives.

There were no statistically significant differences (p>.05) in GPA between the Edge and comparison students, number of credits earned in Semesters 1 or 2 (p>.05), or on eligibility to continue (p>.05). However, the Edge coaching model as currently implemented was not designed to impact GPA when delivered on a short term basis. It is possible that differences in GPA may be observed in a longitudinal study, or if the model was implemented for a longer duration.

The evidence is abundantly clear that the Edge coaching model made an important difference in the way students approach the learning process. It helped students to be more organized and efficient resulting in increased feelings of control and confidence. Given the difficulty that students with ADHD typically experience in self-regulation and executive functioning, it is anticipated that these findings will be of high importance to those concerned with factors that contribute to success for persons with ADHD.

A complete copy of the report,Quantifying the Effectiveness of Coaching for College Students with Attention Deficit/Hyperactivity Disorder,  can be dowloaded at this link.

The end of October is Midterm crunch time for most colleges for college freshmen.  It’s often the first time they’ve had their performance measured at college – and the aftershocks can be devastating for ADHD students.  It can be a time where students feel so overwhelmed they start thinking about dropping out.

College transition and ADHD

College transition is a critical milestone for many students with ADHD. If you are a student living away from home for the first time there are a lot of new skills to learn.  It’s often the first time you have figure out how to manage your time on your own – with no parent standing over your shoulder to remind you (nag you!) about your assignments. It is also the first time you have just a few key milestones – such as midterms, finals and term papers – to measure if you are mastering your class content.

If you been experiencing all of the perks of college, but haven’t been mastering its responsibilities, you can get a sinking feeling when those midterm grades come in. After all, the December holidays will roll around before you know it and your parents are going to be disappointed and worried about your performance if you don’t get into gear.

An ADHD Coach can turn midterm disaster into a learning opportunity

If you find yourself struggling to get all the reading done, cramming for exams or pulling all-nighters still not getting your papers in on time, it may be time to get proactive and get an ADHD coach. An ADHD coach can help you balance your new-found freedoms with the responsibilities of college academic life.

Studies show that successful students usually have four qualities that help them achieve their goals:

1. Sticking with things even when the going gets tough (a.k.a. perseverance),

2. Ability to delay gratification and focus on the big picture,

3. Time management and organizational skills, and

4. Striking the right balance between fun and work.

An ADHD coach can help you strengthen those traits in yourself. They can also help you be accountable, study smarter not harder, assess and prioritize your time and stick to your plan!

Get started with an ADHD coach today!

If it’s time for you to get proactive about your school work and learn some new skills that will make your next midterms far less stressful, check out our free publication, ADHD and College Success:  Everything you need to know about ADHD, college, and living your dreams!

You don’t have to repeat midterm blues when finals roll around. What are you waiting for? Pick up the phone and you can begin talking to a coach within days… plenty of time to get things headed in the right direction before having to face the music when the term ends!

1-888-718-8886

Dear Edge Coach,

I hear ADHD coaching is done over the phone.  How can you do a good job when we’ve never met in person?

Sincerely,

Julie M.

Dear Julie,

For many people the idea of working on the phone, instead of meeting in an office, is just strange. Although there is no prohibition against meeting in person, all of our coaches are trained to work on the phone. We do this for several reasons:

• Using the phone takes transportation issues right out of the equation. You can get to your appointment just by picking up the phone – it’s a lot easier to be on time for your appointments!
• There are just not that many ADD/ADHD Coaches. By working on the phone, you still have access to coaching, even if there isn’t a coach in your community. And, you can “take your coach with you” where ever you go.
• A 30-minute appointment takes exactly 30 minutes. No commuting to and from the appointment, or waiting in the waiting room. Coaching appointments are therefore easy to fit into a busy schedule.
• A coach and client can stay in much closer touch through the phone and email than they can if they only connected in an office. It is this extra contact that very often makes the difference in being able to stay on task and follow through.

You can also meet with your ADHD coach on Skype!

If you have more questions about coaching, please feel free to contact us. Click on the “Get More Info!” button at the top of the page and fill in the form. Someone will get back to you by the end of the next working day.

Do you have a question you’d like to ask our coach?  Please leave it in the comments.

You might also be interested in these other questions the Edge Coach has answered:

• What should I look for when I select an ADHD coach
• What makes an Edge ADHD coach stand out among the crowd?
• Can a class replace an ADHD coach?
• Help!  My son doesn’t want an ADHD coach. What should I do?
• What should I do about my terrible memory?
• 26 special education terms you need to know
• What’s the difference between an ADHD coach and a tutor?
• Can a 9th grader get an ADHD coach?
• ADHD College Survival Guide

Editor:  This week we are pleased to be able to share an interview with Stephanie Sarkis PhD.   Dr. Sarkis shares her financial management wisdom as the author of ADD and Your Money:  A Guide to Personal Finance (and three other books listed at the end of this post.)  A National Certified Counselor (NCC) and Licensed Mental Health Counselor (LMHC) based in Boca Raton, Florida, Dr. Sarkis provides counseling and coaching to children and adults with ADHD/ADD.

Edge:  Let’s start with the big picture.  What do you see are the unique challenges that people with ADHD have concerning money that other people don’t?

Dr. Sarkis: People with ADHD have more impulsive spending that people without ADHD, and lack of organization skills can be a real challenge.  Bills may be paid late (or not at all) due to the simple fact that a person with ADHD has difficulty remembering when a bill is due, and may have difficulty figuring out where they put the bill.

Edge:  How can parents help their ADHD students get started with building money management skills?

Dr. Sarkis: While in high school, parents should get their teen a checking and savings account (many banks have “starter” accounts that require a low minimum balance).  Have your child start paying some of their costs (for example, their cell phone) out of this account.  If your child does not have an after-school job, they can earn money by doing chores around your house.  Also show your child how to keep their financial documents in a file cabinet.  In addition, teach your child how to use money management software, such as Quicken.

Edge:  What advice would you give to ADHD college students who are responsible for their finances for the first time?

Dr. Sarkis: Find a bank that has branches both where you live and where your parents live.  Get your account and your parents’ account connected online.  In case you need money, your parents can transfer it right online.  Use direct deposit for paychecks and student loans and use automatic withdrawal for bills.  Also, if you do use a credit card, only use one with a low limit ($500, for example).  Also remember that debit cards automatically take money out of your account, so it’s important to keep track of those withdrawals.

Edge:  What are the signs to watch for that indicate you need help with your finances?

Dr. Sarkis:

• Consistently asking for money to cover your debts
• Regularly making impulsive purchases
• Not making at least the minimum payment on your credit cards
• Creditors are calling you because of late payments
• You are paying late fees because you forget to pay your bills

Edge:  Many ADHD experts suggest that you ask your husband or wife to be the responsible party for managing the money.  What are things a single person can do to get that kind of outside support?

Dr. Sarkis: Hiring a bookkeeper or personal assistant can help you get your finances organized and can help you get some money saved up in the bank.  If you are concerned about the cost of hiring someone, see if you can barter services.  If you are considering asking a relative or friend for help, ask yourself if this person can keep information about your finances confidential.  There definitely are money management options for those that are single!

Edge:  What should you look for in a person who can help you get your finances under control?

Dr. Sarkis: It is important that the person is local, as they may be able to meet you where you live and help you get organized.  It is also important to get references for the person (and check them).  It is also recommended that you do a background check either online or going to your local police station.  You also want someone who has worked before with people who have chronic disorganization issues.  You don’t have to mention “ADHD”, but it does help to tell the person that you need help getting organized and getting your finances under control.

Edge:  How can an ADHD coach help you get your finances under control?

Dr. Sarkis: An ADHD coach can help you organize your financial papers and find a system that you can keep organized.  Sometimes the issue isn’t so much getting organized,  it’s more of an issue keeping things organized. An ADHD coach can also show you tips and suggestions for curbing impulsive spending.  ADHD coaches can also help you set up (and synchronize) online banking software.  They can also set up direct deposit and automatic withdrawal for you.  It also helps to have someone who helps keep you accountable for your spending habits.  If you know someone will be checking up on you, you are less likely to splurge on an item you don’t really need.

Dr. Sarkis is the author of four books: 10 Simple Solutions to Adult ADD: How to Overcome Chronic Distraction & Accomplish Your Goals (2006); Making the Grade with ADD: A Student’s Guide to Succeeding in College with Attention Deficit Disorder (2008); ADD and Your Money: A Guide to Personal Finance for Adults with Attention Deficit Disorder (2009); and Adult ADHD: A Guide for the Newly Diagnosed (May 2011).

Other ADHD Expert Interviews you might be interested in:

Dr. Patricia Quinn:  Girls with ADHD Face Special Challenges

Dr. Patricia Quinn:  Update on Girls with ADHD

Carolyn Durkarm, M.D.:  ADHD, Obesity and Eating Disorders

Robert Tudisco:  Disclosing Your ADHD — Pros and Cons

Jodi Sleeper-Triplett:  Coaching Young People with ADHD

In the next few days just about everyone will be back in school. Another new school year is underway, and just like January is a time for New Year’s resolutions, lots of students start the new school year with aspirations of it being their best year ever.

Have you promised yourself that this year it will be different?  This year…

• I’ll study every night
• I will do all my homework on time
• I will get serious about my classwork
• I won’t skip class
• I’ll exercise and eat right
• I’ll  go to bed on time the night before tests

If you find yourself making New School Year’s Resolutions, you may need some extra help to get them accomplished when you have ADHD.  For example, do you struggle with…

• Procrastination
• Getting organized
• Feeling overwhelmed or
• Finishing things you’ve started?

An ADHD coach can help you overcome the struggles of ADHD and keep on track with your goals.

We’d like to give you our FREE white paper, ADHD and College Success: Everything you need to know about ADHD, college, and living your dreams!, that can show you how a coach can help you get your edge for success.   It’s filled with practical solutions and proven tools you can start using today.  Highlights include…

• Using creative ways, like music, to keep yourself on schedule
• Working with your urge to procrastinate, not against it
• How to study smarter, not harder
• 4 student qualities for success
• And many more easy to try ideas!

If you have ADHD and are headed off to college, or are a college-bound high school senior (or know someone who is), you need to download this white paper. It’s free.  You won’t have to talk to anyone to get it.  And you’ll be under no obligation to buy anything or sign up for a coach.

We bet you’ll find at least one thing you can do in there that you can start using today to get your edge on ADHD.  What are you waiting for?

Yes, take me to the College White Paper download page. I want to keep my School Year’s Resolutions!