College Transitions and ADHD/LD:What You Need to Know

Debbie Thurneck, Psy.D., NCCPost-Doctoral ResidentCook Counseling CenterVirginia Tech

Goals and Objectives

Understand the ways in which high school and college differ for students with ADHD/LD

Understand the challenges for students with ADHD/LD

Learn documentation requirements Understand the importance of self-

advocacy Learn specific strategies for success in

college

Introduction

increasing number of students with ADHD/LD on college campuses

many students with ADHD/LD have difficulty adjusting to college

Transition planning is essential as students with ADHD/LD prepare for post-secondary education

College and ADHD/LD

more than 9% of freshman entering college in 1998 reported a disability, of which more than 42% had learning disabilities. By 1998, approximately one in eleven full time freshman had a learning disability.

The next largest disability category selected after LD was “other,” a classification that included ADHD. The rate of students endorsing “other” increased to 22% of the total group with disabilities.

(Henderson, 1999; Wolf, 2001)

College and ADHD/LD

27% of students with disabilities transition to postsecondary education compared to 68% of their peers without disabilities

(National Survey of Educational Support Provisions, 2000)

high school vs. college

Significant changes in the demands, responsibilities, and laws when transitioning from high school to post-secondary education

Understanding these changes is essential for success in postsecondary setting

High School vs. College: Classes

Proceed from one class to another

The school year is 36 weeks

Classes arranged for the student

Classes are smaller than 35 students

Class attendance closely monitored

Textbooks are provided

Class can be day or evening

The school year is two 16-week sections

Students arrange their own schedules

Classes may be large (100+)

Class attendance is not monitored

Students purchase textbooks

from ValleyJobs Newsletter 2

High School vs. College

High School vs. College: Tests/Studying

Frequent tests covering small amounts

Teachers may adjust test dates to avoid conflicts

Minimal amounts of studying and reading material outside of class

Infrequent testing covers large amounts

Testing is pre-scheduled and not open to changes

Substantial amounts of studying and reading outside of class time

from ValleyJobs Newsletter 2

High School vs. College: Instructors

Teachers check your homework

Teachers remind you of incomplete work

Teachers put information on chalkboards to copy for notes

Teachers seldom require outside resources

Professors seldom check homework

Professors do not remind you of incomplete work

Professors often lecture nonstop, not identifying important points in writing

Professors require library research

from ValleyJobs Newsletter 2

High School vs. College

High School vs. College: Disability Needs

Student's IEP prescribes services that will be received

The school is required to identify students with disabilities and provide accommodations

A team of professionals works with the teacher, students, and parent(s) to create an IEP

IEP’s are not sufficient to document reasonable accommodations. Other documentation of a disability will be required

The student is responsible to self disclose and request accommodations

The student must work with the disability services office to identify potential accommodations and how they may be implemented

From ValleyJobs Newsletter 2

Changes in Responsibilities

ADA Issue IDEA/Section 504 (Secondary)

Section 504 (PostSecondary)

Identification School Student

Assessment School Student

Programming School/Parent School/Parent

Advocacy School/Parent Student

Decision Making Placement Team Student

Transition Planning Placement Team Student

ADA Definition of a Disability

An individual with a disability is defined as a person who: has a physical or mental impairment

that substantially limits one or more major life activities

has a record of such impairment is regarded as having such impairment

“Substantially Limits”

The inability to perform a major life activity that the average person can perform; or significant restriction as to the conditions, manner, or duration under which an individual can perform a particular major life activity. Concentrating Learning

Documentation

Appropriate accommodations are based upon both documentation and significant functional limitations IEP or Section 504 plan is generally not

sufficient documentation Postsecondary institutions require that

evaluation data: is current is administered by a qualified examiner with

experience evaluating adults includes standardized, adult-normed

measures of aptitude, achievement, and information processing (Gormley et al, 2005)

Required Documentation

A diagnostic statement identifying the disability

The date of the diagnosis How the diagnosis was reached The credentials of the professional How the disability affects a major

life activity How the disability affects the

student’s academic performance

Challenges for students with ADHD/LD

“Nearly half of all students with disabilities drop out, compared with one-third of students without disabilities. The dropout rate climbs to nearly two-thirds for students with learning disabilities or “other” disabilities” (Wolf, 2001)

Low retention and graduation rates have been found for students with ADHD (Getzel, Stodden, & Briel, 2001)

Challenges for students with LD/ADHD

Academic challenges Poor organization and

time management Reading problems

related to difficulty concentrating and focusing

Poor note-taking or writing skills

Lack of preparation for the academic work

High school GPA’s: With LD: 2.4 Without LD: 2.8(Horn & Bobitt, 1999)

SAT Math

050

100150200250300350400450500

SATVerbal

Students withLD

Studentswithout LD

Challenges for students with ADHD/LD

Personal Challenges High frustration, poor self-esteem Inappropriate social skills, too much socializing Lack of self-awareness, confusion about goals,

future Lack of perseverance, procrastination Lack of sleep, difficulty getting up in the morning Not meeting basic needs

Compared to peers without LD, college students with LD report fears, obsessive thinking, self-doubt and self-criticism, and lack of self-confidence (Wolf, 2001)

Importance of Self-Advocacy

Self advocacy refers to the ability of the student to become empowered within the education process, to make conscious decisions regarding life directions, and to communicate with others so that needs are met

How to self-advocate

Start in high school Only half of students have attended meetings

during high school that address their learning needs (Forhan & Laviolette, 2008)

Understand both strengths and weaknesses/learning needs School professionals are more likely to talk to

students about their learning needs than about their strengths (Forhan & Laviolette, 2008)

Let them know if accommodations are not working

Strategies for Success

Start early Shop for your college Know your rights and

responsibilities Know your strengths

and weaknesses Be real and realistic Know your coping

mechanisms

Nonacademic “executive” skills related to college success

Plan Monitor Set goals Use feedback Organize Structure Initiate

Manage time Sustain

attention/effort Manage

materials Flexibility Follow through

(Wolf, 2001)

Strategies for Success

Attend class Participate Prepare and

study regularly Maintain balance

Healthy sleep schedule

Stress management

Strategies for Parents

Help children learn from their mistakes, and don’t be afraid to let them fail in a supportive environment.

Let them begin to take responsibility for their daily lives starting in middle school.

Let them resolve their own conflicts with consultation but not direct intervention.

Let them work part-time in high school; it promotes responsibility and maturity.

Let them experience hard work and frustration in small doses from an early age.

(Tudisco, 2005)

Strategies for Parents

Guide them in decision-making rather than making decisions for them.

Give them experiences of working gradually toward a goal, while delaying immediate gratification.

Encourage them to seek out support services when they arrive at college.

Encourage them to get to know their professors and other college staff.

Listen to them to understand their experience and to support them.

(Tudisco, 2005)

Campus Resources

Disability Services Office Counseling Center Writing Centers Tutoring Services Career Services

Additional Resources

HEATH Resource Center Online Clearinghouse on Postsecondary Education

for Individuals with Disabilities http://www.heath.gwu.edu/

Office for Civil Rights http://www.ed.gov/about/offices/list/ocr/index.html?

src=mr Virginia College Quest

A Guide to College Success for Students with Disabilities

http://www.vacollegequest.org/index.shtml Department of Rehabilitative Services

http://www.vadrs.org/

References

Allsopp, D., Misskoff, E., & Bolt, L. (2005). Individualized course-specific strategy instruction for college students with learning disabilities and ADHD: Lessons learned from a model demonstration project. Learning Disabilities Research & Practice, 20(2), 103-118.

Block, L. (2000). Documentation, transition, and other things that worry service providers. Disability Compliance for Higher Education, 5(11), 3.

DuPaul, G., Ashcroft, C., & Weyandt, L. (2005). Strategies for students with AD/HD. attention@chadd.org Forhan, L, & Laviolette, G. (2008). Bolstering the transition to postsecondary education of students with LD/ADHD. Poster Presented at the 2008 NASP Annual Convention.

Getzel, E., McManus, S., & Briel, L. (2004). An effective model for college students with learning disabilities and attention deficit hyperactivity disorders. NCSET Research to Practice Brief, 3(1).

Getzel, E., Strodden, R., & Briel, L. (2001). Pursuing postsecondary education opportunities for individuals with disabilities. In P. Wehman (Ed.), Life beyond the classroom: Transition strategies for young people with disabilities. Baltimore, MD: Brookes

Gormley, S., Hughes, C., Block, L., & Lendman, C. (2005). Eligibility assessment requirements at the postsecondary level for students with learning disabilities: A disconnect with secondary schools? Journal of Postsecondary Education and Disability, 18(1), 63-70.

McCormick, A. (1998). Retention interventions for college students with AD/HD. In P.O. Quinn &A. McCormick (Eds.), Rethinking ADD/HD: A guide to fostering success in students with AD/HD at the college level (pp. 48–63). Bethesda, MD: Advantage Books.

References

Quinn, P.O., Ratey, N.A., & Maitland, T.L. (2001). Working with an ADD coach. In P.O. Quinn (Ed.), ADD and the college student: A guide for high school and college students with attention deficit disorder (pp. 99–109). Washington, DC: Magination Press.

Swartz, S., Prevatt, F., & Proctor, B. (2005). A coaching intervention for college students with attention deficit/hyperactivity disorder. Psychology in the Schools, 42(6), 647-656.

Tudisco, R. (2005). How parents can help students avoid college pitfalls. In Strategies for students with AD/HD. attention@chadd.org

Turnock, P. (1998). Academic coping strategies in college students with symptoms of AD/HD. In P.O. Quinn & A. McCormick (Eds.), Rethinking ADD/HD: A guide to fostering success in students with AD/HD at the college level (pp. 23– 41). Bethesda, MD: Advantage Books.

U.S. Department of Education, Office for Civil Rights. (2007). Students with disabilities preparing for postsecondary education: Know your rights and responsibilities. Washington, D.C.

Wolf, L. (2001). College students with ADHD and other hidden disabilities: Outcomes and interventions. Annals of the New York Academy of Sciences, 931, 385-395.

Special thanks to Dr. Jane Warner, Assistant Director, Virginia Tech Services for Students with Disabilities