Development and Validation of the ADHD Benefits of Coaching Scale (ABCS)

Deal, Linda S.; Sleeper-Triplett, Jodi; DiBenedetti, Dana; Nelson, Lauren; McLeod, Lori; Haydysch, Emily; Brown, T. Michelle

doi:10.1177/1087054714558118

Cited by 7 publications

(3 citation statements)

References 19 publications

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“…Outcome measures or daily progress reports on their performance and clinical findings (or both) provide feedback to the patient. 7 Progress reports help to maintain patient motivation and can serve as a reminder to continue the home program and care away from the athletic training facility. 75,76 Thus, by reinforcing positive behavior and providing tangible measures of feedback, ATs can help improve the patient's quality of life.…”

Section: Resultsmentioning

confidence: 99%

Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder

Wolfe

Madden

2016

Journal of Athletic Training

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Athletic trainers are a vital component in providing health care for patients with ADHD. Using goal contagion creates a structured environment and positive reinforcements that accommodate patients with ADHD. Furthermore, ATs may use the evidence-based recommendations in this review to create a treatment and physical rehabilitation program and space that are tailored to the needs of the ADHD patient to increase the chance of a successful outcome.

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Section: Resultsmentioning

confidence: 99%

Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder

Wolfe

Madden

2016

Journal of Athletic Training

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“…Coaching intervention studies report success in improving occupational difficulties associated with neurological trauma [103]; autism [104], [105] and Attention Deficit Hyperactivity Disorder (ADHD; [106–108], sometimes directly referencing improved cognitive capacity including working memory as the mechanism. Given that relevant studies are typically concerned with work preparation in education, they lack a conceptual framework to explain how coaching around cognitive skills may lead to either occupational inclusion or work-related symptom improvement.…”

Section: Methodsmentioning

confidence: 99%

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

Doyle

McDowall

2019

PLoS ONE

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Although dyslexia affects 5–8% of the workforce this developmental disorder has not been sufficiently researched in adult populations. Yet a diagnosis confers legal protections as employers must provide disability ‘accommodations’ to assist work functioning and performance. The implementation of such accommodations, including coaching, lacks theoretical framing and evaluations of impact in practice. Recognizing a need for conceptual work, we undertook a narrative, systematic scoping review from a realist pragmatic epistemology, taking an iterative approach to define and address the review question: ‘to what extent, and under what conditions, can face-to-face learning interventions improve Working Memory (WM) and Self-Efficacy (SE) and can these lead to functional improvements related to work performance?’ Informed by expert and stakeholder consultation and user data, our review extracted and synthesized 25 studies from eleven countries to identify potentially applicable learning intervention theories, their effects upon WM and SE but also functional outcomes such as comprehension. We suggest that intervention protocols informed by Social Cognitive Learning Theory can improve SE, as would be expected, and more surprisingly also WM. The development of metacognition, stress management and fidelity to Goal Setting Theory were identified as valuable intervention features. We propose that coaching activities may provide a more contextualized environment for transfer of learning from WM to functional skills such as comprehension, when compared to computerized training interventions. We call for theoretically underpinned, primary studies to evaluate interventions with adult dyslexic populations to further our understanding of disability accommodations.

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“…Among these studies, three explored peer coaching (which is not discussed here), eighteen other studies explored outcomes of coaching, and nine explored processes involved in ADHD coaching. Additionally, one study described the development of a scale to measure the benefits of coaching (Deal et al, 2015); one explored the impact of coaching on caregivers whose dependents receive it (Söderqvist et al, 2017); and one provided a comprehensive, descriptive literature review (Ahmann et al, 2017(Ahmann et al, , 2018.…”

Section: Research On Adhd Coachingmentioning

confidence: 99%

ADHD Coaching: Evolution of the Field

Ahmann

Saviet

2021

The ADHD Report

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Development and Validation of the ADHD Benefits of Coaching Scale (ABCS)

Abstract: To assess benefits of ADHD coaching in college students, the ABCS was developed and psychometrically validated in accordance with Food and Drug Administration's (FDA) patient-reported outcome guidance.

Cited by 7 publications

References 19 publications

Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder

Evidence-Based Considerations and Recommendations for Athletic Trainers Caring for Patients With Attention-Deficit/Hyperactivity Disorder

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

ADHD Coaching: Evolution of the Field

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