Abstract
This poster describes an OT-based academic coaching intervention for university students with disabilities and the impact of the intervention on Learning and Study Strategies Inventory (LASSI) scores and student perceptions of academic success.
Primary Author and Speaker: Amanda Call Henscheid
Contributing Authors: Cassidy Norick, Heather Park, Melanie Shaw, Alyssa Shirley, Madeline Reeb, Erin O’Brien, Hannah Ruby, Celina Arroyo
Academic coaching has gained attention as a means of improving indicators of academic success for university students with disabilities (Alzen et al., 2021; Capstick et al., 2019). A scoping review by Keptner and McCarthy (2020) identified a need for research to support the value, scope, and outcomes of services provided by occupational therapists in post-secondary education settings. This poster describes a mixed method research study that aimed to understand the impact of an occupational therapy-based academic coaching intervention on university students with documented psychosocial conditions that negatively impacted their participation in formal education occupations. The intervention was delivered to individual clients weekly in person or via telehealth over the course of one semester. As part of the intervention, students identified goals and worked with their occupational therapy coaches to develop a variety of skills such as organization, time management, study strategies, and self-advocacy to improve their occupational performance. Student learning and study strategies were assessed at the beginning and end of the semester using the Learning and Study Strategies Inventory (LASSI) (Weinstein et al., 2016). After receiving IRB approve, we completed a post-hoc analysis of deidentified clinical documentation including LASSI scores and client statements about the perceived impact of participation in academic coaching. A paired t-test was conducted to compare LASSI scores before and after intervention. The results indicated a significant different between the pre- and post-intervention measurements, t (17) = 6.388, p <.001, suggesting the intervention had a statistically significant effect on LASSI scores. Thematic analysis of client statements about the perceived impact of participating in the intervention identified the following themes: perceived improved academic performance, mental health related to academic performance, and confidence in their abilities.
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Capstick, M. K., Harrell-Williams, L. M., Cockrum, C. D., & West, S. L. (2019). Exploring the effectiveness of academic coaching for academically at-risk college students. Innovative Higher Education, 44, 219–231. https://doi.org/10.1007/s10755-019-9459-1
Keptner, K. M., & McCarthy, K. (2020). Mapping occupational therapy practice with postsecondary students: A scoping review. The Open Journal of Occupational Therapy, 8(1), 1–17. https://doi.org/10.15453/2168-6408.1617
Weinstein, C. E., Palmer, D. R., & Acee, T. W. (2016). Learning and Study Strategies Inventory (LASSI) (3rd ed.). H&H Publishing Company, Inc. https://www.hhpublishing.com/ap/_assessments/LASSI-3rd-Edition.html