Learning Strategies and Coaching: Pathways to Self- Determination

1. 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

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 • Whitney’s case study • Is it the type of service, or how we deliver it, that influences SD?

3. What Is Self-Determination? • “Self-determination is the ability to identify and achieve goals, based on a foundation of knowing and valuing yourself.” - Field & Hoffman (1994, p. 164) • “…is a combination of skills, knowledge, and beliefs that enable a person to engage in goal directed, self-regulated, autonomous behavior. An understanding of one’s strengths and limitations together with a belief in oneself as capable and effective are essential to self-determination. When acting on the basis of these skills and attitudes, individuals have greater ability to take control of their lives and assume the role of successful adults.” - Field, Martin, Miller, Ward, & Wehmeyer (1998, p. 115)

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5. Environmental Supports • 1980’s genesis of SD movement based on surprising findings about how caring adults unintentionally suppressed students’ SD • Environmental factors that promote SD: • Self-determined role models • Instruction and support to develop SD • Opportunities for choice • Positive communication patterns • Availability of student supports - Field, Sarver, & Shaw (2003)

6. Why SD Matters • Interventions that promote self-determination are positive and collaborative in nature, fostering security while also providing freedom of choice versus directive, critical, or controlling counsel (Field et al., 2003; Ryan & Deci, 2000). • Studies have demonstrated that successful students and adults with LD exhibit strong self-determination skills. These people are more self-aware, proactive, goal and action oriented, adaptable, and able to exert self-control (Raskind, Goldberg, Higgins, & Herman, 1999; Reiff, Gerber, & Ginsberg, 1993; Wehmeyer, 1996). • A significant relationship has been found between self-determination skills and both GPA and retention rates for college students with disabilities (Sarver, 2000; Jameson, 2007). Students with disabilities have identified self-determination skills as critical to their academic success in college (Getzel & Thoma, 2006, 2008; Parker & Boutelle, 2009), specifically self-awareness, problem solving, goal setting, and self-management skills which include managing emotions, organizing time and possessions (Field & Hoffman, 1994; Getzel & Thoma, 2006, 2008). College students have also expressed a wish to have learned more self-determination skills prior to their postsecondary experiences (Getzel & Thoma, 2006, 2008). - Richman, E.L., Rademacher, K.N., & Laurie Maitland, T. (2014). Coaching and college success. Journal of Postsecondary Education and Disability, 27(1).

7. Why SD Matters Ryan & Deci’s (2000) Theory of Self-Determination • A basic need (physical or psychological) is an energizing state that, if satisfied, conduces toward health and well-being, but, if not satisfied, contributes to pathology and ill-being. (p. 74) • The basic needs for“competence, autonomy and relatedness” must be satisfied across the lifespan for the individual to experience an ongoing sense of integrity and well-being.” (pp. 74-75) • When these needs are satisfied, internal motivation is increased. - http://www.selfdeterminationtheory.org/theory/

8. Why SD Matters AHEAD’s Program Standards 5. Counseling and Self-Determination • To facilitate equal access to postsecondary education for students with disabilities, the office that provides services to students with disabilities should: • 5.1 Use a service delivery model that encourages students with disabilities to develop independence. • Educate and assist students with disabilities to function independently. • Develop a program mission that is committed to promoting self-determination for students with disabilities. CAS Standards In the Program (General Standard) criterion category 2 all functional areas must: • assess relevant and desirable student learning and development • provide evidence of impact on outcomes • articulate contributions to or support of student learning and development in the domains not specifically assessed Link to your Day 1 “Outcomes” posters

9. Why SD Matters • Promoting self-determination allows people, including students with disabilities, to achieve greater autonomy as they develop new knowledge and skills necessary to meet their own goals. • Sean’s video

10. Whitney’s Case Study Whitney Hernandez • Junior at Western Massachusetts College • Majoring in fashion design • Diagnosed with moderate LD in 4th grade (dyslexia; affects processing speed, reading comprehension, spelling) • Fairly adept with assistive technology (SmartPen, alternate format texts) • Dr. Michael Tendron (faculty advisor): one of the most talented students he’s worked with in 20 years • Whitney wants to apply for Bolger internship next summer to live in NYC/work for a fashion designer such as Ralph Lauren or Vera Wang, but… • Old fears about being “found out” and getting overwhelmed by job-related reading and writing activities begin to plague her. • Should she disclose on the application? Will she be able to perform all the rapid information processing tasks required during training/throughout the internship? - Parker, D.R., Field, S., & Hoffman, A. (2012). Self-Determination Strategies: Case Studies of Adolescents in Transition (2nd ed.). Austin, TX: PRO-ED.

11. Whitney’s Case Study • Whitney worked closely with you/your DS office her freshman year (tech-based strategy instruction, self-advocacy, accommodations) • Last two years: accommodations only • Today she is in your office, nervous and excited, not sure what to do: • What services would you recommend or offer to address her needs? • How could these promote her self-determination?

12. Practices that Promote Student Self-Determination • Is it the type of service we offer (strategies, coaching, tutoring, advising) or the manner in which we offer services?