Abstract
Using grounded theory, this study presents a nonacademic accommodation self-advocacy decision-making model that occurred within the social contexts of college students with learning disability/attention deficit hyperactivity disorder (LD/ADHD). Applications to OT self-advocacy interventions are highlighted.
Primary Author and Speaker: Sharon Medina
Additional Authors and Speakers: Katherine DeNunzio, Anushka Pandya, Consuelo Kreider
This research 1) explicates the non-academic accommodation self-advocacy (N-ASA) decision-making process within interpersonal interactions of undergraduates with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD) across social roles and contexts; and 2) identifies key N-ASA behaviors. The existing self-advocacy literature focuses on obtaining academic accommodations for college students with disabilities but fails to address the decision-making process central to self-advocacy across contexts. Study design was grounded theory. Data were originally collected as part of a larger study that developed holistic supports for undergraduates with LD/ADHD at a large public university; participants (N = 52) were undergraduates eligible to receive academic accommodations for LD/ADHD and recruited through the campus disability office. Data were meeting-specific files (N = 30) comprised of transcripts and written responses to focused questions asked during psychoeducational group meetings with undergraduates. Structural coding was used to identify text related to N-ASA behaviors and decision-making experiences. Values, process, and focused coding were used to classify the N-ASA behaviors. Axial and selective coding was used to describe the N-ASA decision-making process. Multiple coders, peer debriefing, and constant comparison were used to ensure trustworthiness. Four purposes (i.e., themes) of N-ASA behaviors emerged: 1) Set Boundaries with Others, 2) Mitigate Disability-related Challenges, 3) Protect Time and Schedules, and 4) Garner Help from Others. Thirteen N-ASA behaviors were identified and categorized according to their purposes. A model depicting factors that influence undergraduates’ self-advocacy and four decision-making points that elucidate potential outcomes of self-advocacy was developed. Findings inform practice and research in fostering self-advocacy across college and young adult contexts.
Test, D. W., Fowler, C. H., Wood, W. M., Brewer, D. M., & Eddy, S. (2005). A Conceptual Framework of Self-Advocacy for Students with Disabilities. Remedial and Special Education, 26(1), 43-54. https://doi.org/10.1177/07419325050260010601
Pfeifer, M. A., Reiter, E. M., Hendrickson, M., & Stanton, J. D. (2020). Speaking up: a model of self-advocacy for STEM undergraduates with ADHD and/or specific learning disabilities. International Journal of STEM Education, 7(1), 33. https://doi.org/10.1186/s40594-020-00233-4
Kreider, C. M., Medina, S., Lan, M.-F., Wu, C.-Y., Percival, S. S., Byrd, C. E., Delislie, A., Schoenfelder, D., & 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. https://doi.org/10.3389/fpsyg.2018.01466
Creswell, J. W., & Poth, C. N. (2018). Qualitative Inquiry and Research Design: Choosing Among Five Approaches (Fourth ed.). Sage Publications.