Abstract
Students with learning disabilities and attention deficit hyperactivity disorder (LD–ADHD) face disability-related challenges that affect the ability to meet college challenges and everyday life demands. We examined the LD–ADHD-related knowledge needs of mentors in providing holistic support for undergraduate mentees with LD–ADHD. Findings illustrate specific areas of disability-related knowledge important for incorporation into the development of disability-informed mentorship interventions for supporting the occupational performance of undergraduates with LD–ADHD.
Primary Author and Speaker: Sharon Medina
Additional Authors and Speakers: Consuelo Kreider
College students with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) are highly prevalent on college campuses but have lower completion rates than their typically developing peers. Students with LD/ADHD face challenges related to organization, communication, productivity, and social life. Such difficulties can impact students' ability to meet everyday life and college demands. Mentorship is a common intervention used in college to guide the professional growth of students. Occupational therapists, with their understandings of disabilities and developmental contexts, can foster mentor's ability to support undergraduates with LD/ADHD. The purpose of this study was to examine 1) general and disability-related knowledge needs of graduate students who mentored undergraduates with LD/ADHD, and 2) explore how mentors used LD/ADHD-related knowledge in their interactions with mentees and other students. This qualitative study included data from a larger four-year study testing a multilevel model of academic and psychosocial campus supports for undergraduates with LD/ADHD. Mentors (N = 57) were matched with undergraduate mentees (N = 52) for the purpose of providing academic and professional mentorship. Mentees were undergraduates with LD/ADHD who were registered with the campus disability office and enrolled in science, technology, engineering, and mathematic majors. Mentors were matched based on field of study and were recruited via email list servs and word of mouth. Mentor-mentee dyads met biweekly for one-to-one mentorship for up to four consecutive semesters. Mentors also met as a group two to three times a semester for mentorship and disability-related training and to discuss ongoing mentorship experiences. A qualitative approach was used. Qualitative data were mentor open ended surveys related to mentorship interactions, presentation materials (e.g., slides), and transcripts (N = 20) from mentor group meetings. Thematic analysis was used to examine the type of general and LD/ADHD-related information mentors needed in supporting their mentees and how mentors implemented the knowledge gained. Structural coding was used to identify pertinent passages related to mentor knowledge needs and excerpts of how mentors implement the knowledge. Rigor in data analysis was enhanced through comparison of emerging results, analytic discussions among team members, and peer debriefing.
Mentors knowledge needs included information about LD/ADHD and ways to support their mentees within academic, professional, interpersonal, and daily living contexts. Themes explicate the knowledge mentors needed in supporting the occupational and social role performance of their mentees. Five themes related to mentor knowledge needs were identified. Themes included (1) Delivering and Sharing Information with Mentors, (2) Knowledge Specific to LD/ADHD, (3) Strategies for Helping Mentees Succeed, (4) Improving Mentorship through a LD/ADHD Focus, and (5) General Mentorship Skills. Mentors also identified ways the LD/ADHD knowledge strengthened the relationship within their one-to-one dyads and other students.
Results identified key disability-related knowledge that mentors needed in supporting their mentees. Mentorship knowledge needs expanded beyond academic and professional development to include mentees' strengths and wellbeing. For mentors, understandings LD/ADHD needs was beneficial in working with other students in classroom and research settings.
Kreider, C. M., Medina, S., Lan, M. F., Wu, C. Y., Percival, S. S., Byrd, C. E., Mann, W. C. (2018). Beyond academics: A model for simultaneously advancing campus-based supports for learning disabilities, STEM students’ skills for self-regulation, and mentors’ knowledge for Co-regulating and guiding. Frontiers in Psychology, 9(AUG), 1–17. https://doi.org/10.3389/fpsyg.2018.01466
Kreider, C. M., Bendixen, R. M., & Lutz, B. J. (2015). Holistic Needs of University Students with Invisible Disabilities: A Qualitative Study. Physical & Occupational Therapy In Pediatrics, 35(4), 426–441. https://doi.org/10.3109/01942638.2015.1020407
Cortiella, C., & Horowitz, S. H. (2014). The State of Learning Disabilities: Facts, Trends and Emerging Issues (Third Edition, 2014). Retrieved from https://ncld.org/wp-content/uploads/2014/11/2014-State-of-LD.pdf
Crisp, G., & Cruz, I. (2009). Mentoring College Students: A Critical Review of the Literature Between 1990 and 2007. Research in Higher Education, 50(6), 525-545. https://doi.org/10.1007/s11162-009-9130-2