Sharon Field - Academia.edu (original) (raw)

Papers by Sharon Field

Journal of Attention Disorders, 2011

Objective: The objective of this study was to identify undergraduates’ perceptions of the impact ... more Objective: The objective of this study was to identify undergraduates’ perceptions of the impact of ADHD coaching on their academic success and broader life functioning. Method: One-on-one interviews were conducted with 19 students on 10 different U.S. campuses who comprised a purposive sample of gender, cumulative grade point average, and self-regulation skills variables as measured by the Learning and Study Strategies Inventory. Interview transcripts were coded using NVivo 8 software, and emergent themes were triangulated with students’ descriptions of personal artifacts that symbolized coaching’s influence on their lives. Results: Students reported that ADHD coaching helped them become more self-regulated, which led to positive academic experiences and outcomes. Students described ADHD coaching as a unique service that helped them develop more productive beliefs, experience more positive feelings, and engage in more self-regulated behaviors. Conclusion: ADHD coaching helped parti...

Seven undergraduates at a selective Midwestern university participated in a semester-long pilot s... more Seven undergraduates at a selective Midwestern university participated in a semester-long pilot study regarding the impact of ADHD coaching services on their academic experiences. Coaches in the study had extensive qualifications, including specific training to address the needs of college students with ADHD. Three major themes emerged from qualitative interviews conducted with participants. First, students reported that their goal attainment skills improved by working with their coaches. In addition, students stated that they enjoyed working with coaches, whom they found to be effective and supportive. Finally, coaching helped students achieve a greater sense of wellbeing and self-regulation. These findings from thematic analysis of interviews are supported by quantitative data including administration of the Learning and Study Strategies Inventory (LASSI), which resulted in a substantial mean gain pre/post in self-regulation, and analysis of students' grade point average data. It appears that coaching holds promise as an emerging type of academic support for college students with ADHD to promote improved executive functioning.

Journal of Learning Disabilities, 1996

The concept of self-determination is rapidly gaining attention and acceptance within the disabili... more The concept of self-determination is rapidly gaining attention and acceptance within the disability fields. The focus on selfdetermination is particularly strong in the transition-from-school-to-adulthood movement. The recent Individuals With Disabilities Education Act of 1990 mandated that students with disabilities be involved in the development of their transition plans and that students' preferences and interests be taken into account as transition plans are developed. This article describes four self-determination models and examines several instructional programs and strategies to promote self-determination in students with learning disabilities. Emerging issues in self-determination are examined, and the research and policy implications of these issues are discussed. These issues include (a) redefinition of roles, (b) the importance of taking risks, (c) individual versus group orientation for self-determination, and (d) the importance of early experiences.

If youth with disabilities are to be adequately prepared to maximize opportunities for self-deter... more If youth with disabilities are to be adequately prepared to maximize opportunities for self-determination in adulthood, they need to be equipped with the knowledge, beliefs, and skills that lead to self-determination in their educational programs. This article identifies quality indicators of educational programs that promote self-determination. The quality indicators are holistic in nature and address the self-determination of all members of the school community. Guidelines for using the quality indi-cators for program improvement are provided. vices. It also stipulates that students must be invited to par-ticipate in their individualized education programs (IEPs) when transition services are discussed. An emphasis on self-determination is also evident in leg-islation and services affecting adults with disabilities. The amendments to the Rehabilitation Act Amendments of 1992 (P.L. 102-569) state that Disability is a natural part of the human experience and in no way diminishes the ...

Perceptual and Motor Skills, 1992

Teachers' perceptions of their students' self-determination were significantly lower for ... more Teachers' perceptions of their students' self-determination were significantly lower for students with disabilities ( n = 48) than for students without disabilities (n = 47), even though there was little difference in observed behaviors of these students.

Journal of Positive Behavior Interventions, 2004

The fundamental feature that distinguishes positive behavior support (PBS) from previous generati... more The fundamental feature that distinguishes positive behavior support (PBS) from previous generations of applied behavior analysis is its focus on the remediation of deficient contexts that are determined to be the source of the problem. Determining this source involves conducting a functional assessment. This innovative practices article presents the argument that if professionals are to be successfully address issues pertaining to the context of problem behaviors, they must incorporate the perspectives and knowledge of people receiving behavioral supports into the functional assessment process. The authors report the results of a pilot examination of a person-guided functional assessment and present ideas for enhancing consumer involvement in the functional assessment process.

Exceptional Children, 2004

The Council for Exceptional Children conducted an online Web survey to obtain information on the ... more The Council for Exceptional Children conducted an online Web survey to obtain information on the instructional practices and attitudes of educators as they relate to self-determination and student involvement in the individualized education program (IEP) process. We obtained 523 usable responses from teachers, administrators, and related services professionals. Although respondents highly valued both student involvement in IEPs and self-determination skills, only 8% were satisfied with the approach they were using to teach self-determination. Only 34% were satisfied with the level of student involvement in IEP meetings. Implications include the need for longitudinal research and technical assistance, targeting administrators, general educators, and special educators beginning in the elementary grades, to improve the capacity of schools to deliver self-determination instruction.

Career Development for Exceptional Individuals, 1998

The concept of self-determination has become important in the field of special education and disa... more The concept of self-determination has become important in the field of special education and disability services over recent years. This emphasis has come about as a result of several factors, including a changing view of disability, legislation, research findings and advances in teaching technology. Self-determination is highly important to the career development and transition process and it needs to be encouraged throughout the lifespan. It is important for all students, with and without disabilities, including those students with the most severe disabilities. Self-determination instruction can be provided within an inclusive framework and is important for educators as well as students. Family participation is important to the development of self-determination. The Division on Career Development and Transition of the Council for Exceptional Children supports and affirms approaches rooted in self-determination for development and delivery of effective educational programs.

In response to information regarding students' postschool outcomes, the past 15 years have r... more In response to information regarding students' postschool outcomes, the past 15 years have reflected an increased focus on improving transition education and services for youth with disabilities. Three specific initiatives characterize this development: (a) federal special education and disability legislation; (b) federal, state, and local investment in transition services development; and (c) effective transition practices research. Outcomes of these initiatives include (a) an expanded perspective concerning transition education and services and (b) identification of practices that apply this perspective to individual student needs. The authors describe effective transition practices in five areas: student-focused planning, student development, interagency collaboration, family involvement, and program structures. Developing specific interventions and service arrays for individual students within each of the transition practice areas is essential for postschool success. Most a...

Describes curriculum efforts as a result of two major federal initiatives

Targeted at special education teachers/special population instructors, work experience coordinato... more Targeted at special education teachers/special population instructors, work experience coordinators, vocational assessment personnel, and guidance counselors, this guide examines the relationships among career development, transition, and self-determination for students with disabilities. The guide uses a question-and-answer format to identify and respond to key topics that practitioners need to address to promote student self-determination in their service settings, and provides detailed reviews of over 30 curriculum materials and assessment tools in the area of self-determination. Specific chapters address: (1) the importance of self-determination and school and family-based interventions to support the development of self-determination; (2) student involvement in the Individualized Education Program and transition process and specific strategies to prepare students for participation and to increase student participation; (3) assessment of self-determination; (4) instructional practices that promote self-determination and family and school administrator roles in promoting self-determination in students; (5) self-determination instructional materials review; and (6) key issues and future directions in self-determination. Curriculum and assessment resources available to educators and service providers are described throughout the guide along with appropriate contact information. In addition, an appendix includes an annotated bibliography of recent articles and books written on the topic of self-determination. (Each chapter contains references.) (CR) Reproductions supplied by EDRS are the best that can be made from the original document. Preface This practitioner's guide to self-determination is targeted to K through 12 special education/special population instructors, work experience coordinators, vocational assessment personnel, guidance counselors, and other support services staff. Its purpose is to provide a practical guide to practices that promote self-determination. The guide addresses the legislative and research foundations for self-determination; terminology; assessment of self-determination; the relationship between career development, transition, and self-determination; self-determination methods, curricula, and materials; and self-determination in transition planning. This guide uses a question-and-answer format to identify and respond to key topics practitioners need to address to promote student self-determination in their service settings. Although the strongest emphasis on selfdetermination has taken place in secondary and adult programs and services, early experiences are critical to developing knowledge, beliefs, and skills that lead to self-determination. Therefore, the guide takes a longitudinal approach to self-determination and discusses approaches to selfdetermination that are appropriate throughout a person's life span. Curriculum and assessment resources available to educators and service providers are described throughout this guide along with appropriate contact information. In addition, an appendix includes an annotated bibliography of recent articles and books written on the topic of self-determination. 8 10 3 Awareness of personal preferences, interests, strengths, and limitations. Ability to differentiate between wants and needs. Ability to make choices based on preferences, interests, wants, and needs. Ability to consider multiple options and to anticipate consequences for decisions. Ability to initiate and take action when needed. Ability to evaluate decisions based on the outcomes of previous decisions and to revise future decisions accordingly. Ability to set and work toward goals. Problem-solving skills. A striving for independence while recognizing interdependence with others. Self-advocacy skills. Ability to self-regulate behavior. Self-evaluation skills. Independent performance and adjustment skills. Persistence. Ability to use communication skills such as negotiation, compromise, and persuasion to reach goals. Ability to assume responsibility for actions and decisions. Se lf-confidence. Pride. Creativity. What Factors Have Influenced the Current Focus on Self-Determination? The self-determination initiative in special education emerged as a result of several factors. First, there has been a changing view of disability in the United States and, as a result, an increase in visibility of individuals with disabilities. This increased visibility came about as the logical extension of the independent living, normalization, and self-advocacy movements of the preceding decades (Ward, 1996). The Rehabilitation Act Amendments of 1992 captured the essence of the reconceptualization of disability, stating that "disability is a natural part of the human experience and in no way diminishes the right of an individual to live independently, enjoy self-determination, make choices, contribute to society, pursue meaningful careers, and enjoy full inclusion and integration in the economic, political, social, cultural, and educational mainstream of American society" [Section 2 (a)(3)(A-F)]. People with disabilities are more visible and more vocal than ever before, and they are increasingly demanding more control and choice in their lives. 6 FIGURE 1-1 School and Family-Based Interventions to Support the Development of Self-Determination Early Childhood (Ages 2-5) Provide opportunities to make structured choices, such as, "Do you want to wear the blue shirt or the red shirt?" Extend choices across food, clothing, activity, and other choices. Provide opportunities to generate choices that are both positive and negative, such as, "We have 10 more minutes. What could we do?" and "You spilled your milk. What could you do to clean it up?" Provide formative and constructive feedback on the consequences of choices made in the recent past, such as, "When you pushed hard on the pencil it broke. What might you want to do the next time?" and "When you used an angry voice, I didn't do what you wanted. What could you do differently?" Provide opportunities for planning activities that are pending, such as, "You need to choose a dress to wear to the wedding," or "Decide what kind of sandwich you want to take for lunch tomorrow." Provide opportunities to self-evaluate task performance by comparing their work to a model. Point out what they've done that's like the model, such as, "Look, you used nice colors too, just like this one," and "Do you see that you both drew the man from the side?" Ask directive questions so that the child compares his or her performance to a model, such as, "Are all of your toys in the basket, too?" or "I'll know you're ready for the story when you are sitting on your mat with your legs crossed, your hands on your knees, and your eyes on me." Early Elementary (Ages 6-8) Provide opportunities to choose from among several different strategies for a task, such as, "Will you remember your spelling words better if you write them out, say them to yourself, or test yourself'?" or "What is the easiest way for you to figure out what this word means?" Ask children to reconsider choices they've made in the recent past, in light of those choices' subsequent consequences, such as, "This morning you decided to spend your lunch money on the comic. Now it's lunchtime and you're hungry. What decision do you wish you'd made?" or "I remember when you decided to leave your coat in your locker. What happened because you made that decision?" Encourage children to "think aloud" with you, saying the steps that they are taking to complete a task or solve a problem, such as, "Tell me what you're thinking in your head while you try to figure out what the word means," or "You've lost your house key. What are you thinking to yourself while you decide what to do?" Provide opportunities for students to talk about how they learn, such as, "Is it easier for you to tell me what you want by saying it or by writing it down?" or "Do you remember better if you study for a test all at once or a little bit on several different days?" Help students test out their answers. Provide opportunities for students to systematically evaluate their work, such as, "Here's a very neat paper, and here's your paper. Is your paper as neat as this one? What are the differences between this paper and yours? How are they alike?" Help students set simple goals for themselves and check to see whether they are reaching them, such as, "You said you want to read two books this week. How much of a book have you read so far? Let's color in your goal sheet so you can see how much you've done."

Preface Acknowledgements About the Authors 1. Self-Determination: What Is It and Why Is It Import... more Preface Acknowledgements About the Authors 1. Self-Determination: What Is It and Why Is It Important to Students With Disabilities? Self-Determination: What Is It? A Functional Model of Self-Determination A Five-Step Model of Self-Determination Self-Determination: Why Is It Important to Students With Disabilities? Impact of Promoting Component Elements of Self-Determined Behavior Impact of Promoting Self-Determination 2. Self-Determination in the Era of Standards-Based Reform Promoting Self-Determination in the General Education Curriculum Self-Determination Content in General Education Standards Self-Determination and Curriculum Modifications Infusing Instruction Into the General Education Curriculum Planning Curriculum Content 3. Educational Planning and Student Involvement IEP Planning, Access to the General Education Curriculum, and Self-Determination Supplementary Aids and Services Specially Designed Instruction Other Educational Needs Self-Advocacy and Student Involvement in E...

The Journal of Postsecondary Education and Disability, 2013

The effects of coaching on learning and study skills, self-regulation, and subjective well-being ... more The effects of coaching on learning and study skills, self-regulation, and subjective well-being of students with ADHD attending 2and 4-year colleges or universities was examined. Students were randomly assigned to participate in coaching or comparison groups. Coaching students received weekly phone-based coaching sessions and additional check-ins from the coaches. Students’ learning, study, and self-regulation skills were measured by use of the Learning and Study Strategies Inventory (LASSI). The College Well-Being Scale (Field, Parker, Sawilowsky & Rolands, 2010) was used to measure participants’ well-being. The coaching group had a statistically significant higher total LASSI score and statistically significant higher scores on all three LASSI clusters (i.e., Skill, Will, and Self-Regulation) than the comparison group. Well-Being scores were statistically significantly higher for students in coaching than for comparison group students, when corrected for initial differences in ex...

The ADHD Report

Adolescents with ADHD: Experiences of having an ADHD diagnosis and negotiations of self-image and... more Adolescents with ADHD: Experiences of having an ADHD diagnosis and negotiations of self-image and identity.

Journal of Disability Policy Studies

... throughout the school environment by providing role models of self-determined be-havior and o... more ... throughout the school environment by providing role models of self-determined be-havior and opportunities to exercise and learn ... Quality Indicator 1: Knowledge, skills, and attitudes for self-determination are addressed in the curriculum, in family support programs, and in staff ...

TEACHING Exceptional Children

ABSTRACT

This final report describes accomplishments and activities of a 3-year federally supported projec... more This final report describes accomplishments and activities of a 3-year federally supported project to train and support special education teachers to implement the "Steps to Self-Determination" model and curriculum. Initial training workshops with a total of 18 participating school districts (from Illinois, Massachusetts, Michigan, and Utah) were followed by technical assistance to local districts as teachers implemented the curriculum. Dissemination efforts provided information about the model to more than 1,000 districts. Specific activities and achievements are specified for each of the project's five goals. Fourteen appendices comprise the bulk of the report. Among these are sample brochures and newsletters, a list of participating schools, a sample progress report and curriculum log, a summary of training evaluation, a sample mentoring form, Web page information, a sample technical assistance log, a summary of technical assistance evaluation, an individual site report, an interview protocol, the "Steps to Self-Determination Idea Book," the "Self-Determination Quality Indicators Assessment Instrument" and reprints of articles by project personnel. A 17-minute training videotape is also provided. (DB)

This fact sheet emphasizes the importance of self-determination in effective transition planning ... more This fact sheet emphasizes the importance of self-determination in effective transition planning for students with disabilities, their families, teachers, and service organizations. Encouraging student self-determination is a key component of quality transition programming, and the importance of self-determination is underscored in the Individuals with Disabilities Education Act legislation and amendments. Guidelines are provided so that schools, families, and adult agencies can promote student self-determination. (SLD) Reproductions supplied by EDRS are the best that can be made from the original document.