Transition to College Passport to Success Patricia O. Quinn, MD - - PowerPoint PPT Presentation
AD/HD Transition to College Passport to Success Patricia O. Quinn, MD Developmental Pediatrician Washington, DC Today we will discuss: O How AD/HD impacts students at college. O Factors that may lead to many transition challenges. O How to
Developmental Pediatrician Washington, DC
O How AD/HD impacts students at college. O Factors that may lead to many transition
challenges.
O How to better prepare for college success. O Where to get the help you need on campus. O How medication may help. O Useful accommodations.
More likely to:
O Have lower grade point averages. O Be placed on probation more often. O Take longer to graduate. O Graduate at even lower rates
than students with other disabilities.
O Struggle more with necessary coping
and self- management skills.
References: Barkley et al.( 2007);D’Amico, personal communication (January 29, 2008); Heiligenstein, et al. (1999); Murray, et al.( 2000); NCES (2003); Newman et al. (2009); Rabiner et al.(2008); Reaser et al. (2007); Vogel & Adelman (1990a, 1990b, 2000); Vogel et al.(1998); Vogel et al. (1999); Wagner et al. ( 2005)
O College life is dramatically different
from high school.
O Increased academic expectations. O Different laws/mandates/services (
(504 and IEPs).
O Dealing with impact of AD/HD on
their own (some for the first time!).
O Unexpected weaknesses in learning even without
a formal Learning Disability (LD)
O Less efficient learners O Problems in short-term and working memory
(males>females) and executive functioning
O Difficulty recognizing as well as recalling
after a delay
O Slower processing speed (males>females)
Cutting, et.al., (2001) Evidence of unexpected weaknesses in learning in children with attention deficit hyperactivity disorder without reading disabilities. National Academy of Neuropsychology. Seidman, et. al., (2005) Impact of gender an age on executive functioning: Do girls and boys with and without attention deficit hyperactivity disorder differ neuoropsychologically in preteen and teen years? Developmental Neuropsychology.
Memory Attention Language Visual-spatial Sequencing Emotion (anxiety/depression) Sensory input Alertness (sleep issues)
In order to learn new information we need:
Slide provided by T. Spencer, MD
O
Simple responses to limited demands in a protective environment
O
Juggling competing tasks, independence,
O Students with high IQs (top 9 percent) and AD/HD also suffer
from executive functioning (EF) challenges—difficulty with working memory, processing speed, organization and focus.
O These impairments do not significantly interfere with their
ability to perform well until relatively late in their school years.
O Students report that during elementary school they were able
to function in ways that lived up to the high expectations for academic success that were held by their parents, their teachers, and themselves.
O It was not until they had to keep track of various assignments
for many different teachers, without anyone to help them to prioritize and remember, that AD/HD became apparent in these students.
(Brown, et al., 2011)
O Procrastination/meeting deadlines/late O Chronic stress/ frequently overwhelmed O Identifying and using existing resources O Disorganization of materials, space, effort O Poorly-planned choices (assignments, course
selections, majors/careers)
O Saliency: focusing on that which is important O Using existing skills and knowledge at the “point
O Reading social niceties/cues
DuPaul, Weyandt, O’Dell, & Varejao (2009); Parker & Boutelle (2009); Ratey, Quinn, & Maitland (2000) Field, Parker, Sleeper-Triplett, & Tudisco (CHADD 2010)
O Raise awareness of stark differences
between high school and college
O Challenge teens to “stretch and grow” O Assess student’s readiness for college and
make a personalized readiness plan (at home and/or at school)
O Total freedom/responsibility O No adults O No homework O No accommodations O No teachers
O Organization O Decision-making/Problem-solving O Time management O Reminding and remembering
ALL are challenges for AD/HD adults - need to help them develop these skills earlier.
Strategically work on:
O Important non-academic readiness skills.
Self-determination Daily living skills
O Learning study skills/strategies that will be necessary
in college.
O Slowly fading reliance on accommodations that are
not likely to be available at college.
O Practicing good decision making/problem-solving. O Other issues -- If more is going on -- get help now!
O Reduce load on working memory O Learn in small chunks followed by guided
practice
O Provide scaffolding (visual cues) O Checklists O Coaching
O Self-knowledge O Self-advocacy O Planning O Self-care
O Instead of approaching college like a kid in
a candy store, try to set up a program for success that utilizes and builds on your strengths and seeks help and accommodations for the weaker areas.
happen!
O Late diagnosis in college common. O Medication treatment may be complicated due
to anxiety and/or depression.
O Essential to develop habits, structure, patterns. O Coaching may provide essential lifeline in this
transitional period.
O Self-advocacy skills are critical. O Under- and over-commitment is hazardous.
O Equal gender representation (46% women). O College women seek and experience a
greater level of social support than men.
O Women reported significantly more time-
management behavior.
O Men tended to procrastinate.
Many don’t access support!
O Only a third (1/3) of the college students who
received special education services in high school sought formal accommodations in college
O Not all of these student used available resources
References: NLTS2: Newman et al. (2009)
O Self-care. O Time management. O Developing strategies and routines. O Anxiety and depression may need to be
treated ALONG WITH AD/HD.
O Eating problems may be intensified. O Substance abuse and high-risk behaviors
must be addressed.
O Study groups O No days off -- more scheduled -- more get done O 8 am classes ?????? O Discussion classes O Advisor/coach O Disability services O Healthy habits: eating/ sleeping/ exercise O Technology O Be proactive
Many college students struggle emotionally
emotional/social issues;
emotional health on national survey;
below average.
Kadison, R. , and DiGeronimo, T. (2004), Sieben, L. (2011)
) O How involved should they be?
O Establish regular check-ins. O Set up guidelines for calls. O Use them as a resource on your AD/HD.
O Take responsibility for your health
and medication.
O Let them know what you are doing. O Discuss financial responsibilities. O Try to see it their way!
O How much to keep in touch? O Send money? O Roommate problems? O Struggling academically? O 4 vs. 5-6 years? O Discuss giving college permission to
share grades and to contact you?
O Emotional problems – Counseling Center; staff in dorm or
living center; the university health center, local mental health provider; clergy and campus chaplains.
O Academic program or individual course – proactively
visit professor during office hours; academic advisor; mentor/tutoring program; for more general or serious problems contact the DSS Office or Office of the Dean of Students.
O Adjustment issues – connect with others on campus;
RA on floor or dorms.
O How does coaching work? O How can I find a coach? O Setting goals and working to achieve them. O Adding structure and achieving balance.
O Documentation and recent assessments? O Types of accommodations that have worked
in the past?
O Types of accommodations you anticipate
needing?
O How has AD/HD contributed to academic
issues?
O How has it affected your capacity to learn?
O What if you didn’t have accommodations in
high school?
O Who will tell your professors? O Are graduation requirements ever waived? O Should I speak directly with my professor
about what I need?
O Can I apply for early registration?
O Stimulants treatment of choice and highly
effective to reduce symptoms and improve cognitive functioning if taken consistently.
O Learn how your medication works and when
you need to take it.
O Does not necessarily improve academic
performance and emotional issues.
O Proactively discuss your needs and set up a
schedule with your prescribing physician.
O Be sure to discuss the newer longer-acting
medications.
O Where do you go on campus for prescription
refills?
O What to do if its not working one you are
experiencing side effects.
O What about sharing meds with others?
O Take an honest look at why things aren’t
working out for you.
O Find the best possible match. O Take a leave of absence. O Consider taking a gap year. O Transfer out.
O Reframe your situation. O Look at your options. O Make a plan. O Talk to someone and look at your options for
a solution.
O Would a withdrawal or a reduced course
load be the better option?
O “Find your inspiration! And renew it regularly! O Make sure you seek out contact with people who are
inspiring about living and succeeding with AD/HD, who understand that it's a difference, not a disease, and who can help you find your own ways to develop yourself.
O Remember, there are two sides of the disability coin. One
makes it harder to learn but the other gives you special strengths and allows you to see the world from a different
O Belie
ieve that you can be successful in college (if you address your AD/HD) and you will be!”