Post by jfla on Jul 27, 2008 22:23:25 GMT -5
TIPS for Transitioning to College
by Jennifer S. Bramer, PhD, LPC
www.add.org/articles/tiptrans.html
The transition from high school to college can be difficult for students with Attention Deficit Hyperactivity Disorders (AD/HD). However, with appropriate foresight and planning, it can be managed successfully. In my book, Succeeding in College with Attention Deficit Disorders (Specialty Press, 1996), I use the acronym TIPS to list some components of success for students. This acronym stands for Time management, Interventions, Positive attitudes, and Supports. Some of these TIPS are especially important for students making that transition.
Time management is crucial in making a successful transition to college. This is an area that presents a big change for most students. College students have more discretionary time, more independence, and more distractions than high school students do. Colleges expect more out-of-class studying and homework than high schools do. These changes may blindside a student who does not carefully plan and implement time management techniques. I usually recommend that students with AD/HD not register for more than 12 credit hours the first term or semester of college, and that they be careful about when they schedule their classes — taking into consideration such things as breaks and intensity. It is essential that students maintain a calendar of all events — assignments, appointments, social events. They also should plan two hours of study time per credit hour, and consider it a serious commitment.
However, before students can effectively utilize these time management techniques, they must have some Interventions in place. They have to select a college that has the services and support that they need, and have a complete treatment plan in place, including medication and counseling or coaching. It is critical that students with AD/HD submit documentation of their diagnosis with the appropriate office at the college or university. Upon entry into the postsecondary institution, students may feel they won’t need special accommodations; however, the documentation should be in place in case they decide differently later. The best approach is to submit the documentation and to request accommodations — priority registration, course substitutions, audio-taped textbooks, tutoring, note-takers, proctored tests. It is also valuable, sometimes vital, to sit in the front of the classroom, and to experiment with various study environments to find out what is best for the individual.
Whether students optimally utilize time management and interventions or not, having a Positive attitude is critical to success. It is important that individuals remember that AD/HD is not a character disorder; it is a neurological disorder. They should advocate for themselves appropriately, remembering to use AD/HD as a reason, not an excuse. They should participate in extracurricular activities they enjoy and listen to or read success stories of other students with AD/HD.
Supports do so much to enhance the experience of students in college and to ensure their success. It is important to seek out accommodating and understanding instructors and to develop a relationship with a supportive counselor, coach, or therapist. Parents can provide supplemental support, usually, perhaps, through long-distance phone calls. It is of utmost importance that students be affirmed for their successes and encouraged to try new study strategies when others are not working. Students need to seek support from people who truly understand and empathize with disabilities that interfere with executive functioning .
Although obtaining a postsecondary education is not easy for most students with AD/HD, there is evidence that the process can be made easier by using appropriate coping mechanisms. Time management, Interventions, Positive attitudes, and Supports are TIPS that can add up to achievement.
by Jennifer S. Bramer, PhD, LPC
www.add.org/articles/tiptrans.html
The transition from high school to college can be difficult for students with Attention Deficit Hyperactivity Disorders (AD/HD). However, with appropriate foresight and planning, it can be managed successfully. In my book, Succeeding in College with Attention Deficit Disorders (Specialty Press, 1996), I use the acronym TIPS to list some components of success for students. This acronym stands for Time management, Interventions, Positive attitudes, and Supports. Some of these TIPS are especially important for students making that transition.
Time management is crucial in making a successful transition to college. This is an area that presents a big change for most students. College students have more discretionary time, more independence, and more distractions than high school students do. Colleges expect more out-of-class studying and homework than high schools do. These changes may blindside a student who does not carefully plan and implement time management techniques. I usually recommend that students with AD/HD not register for more than 12 credit hours the first term or semester of college, and that they be careful about when they schedule their classes — taking into consideration such things as breaks and intensity. It is essential that students maintain a calendar of all events — assignments, appointments, social events. They also should plan two hours of study time per credit hour, and consider it a serious commitment.
However, before students can effectively utilize these time management techniques, they must have some Interventions in place. They have to select a college that has the services and support that they need, and have a complete treatment plan in place, including medication and counseling or coaching. It is critical that students with AD/HD submit documentation of their diagnosis with the appropriate office at the college or university. Upon entry into the postsecondary institution, students may feel they won’t need special accommodations; however, the documentation should be in place in case they decide differently later. The best approach is to submit the documentation and to request accommodations — priority registration, course substitutions, audio-taped textbooks, tutoring, note-takers, proctored tests. It is also valuable, sometimes vital, to sit in the front of the classroom, and to experiment with various study environments to find out what is best for the individual.
Whether students optimally utilize time management and interventions or not, having a Positive attitude is critical to success. It is important that individuals remember that AD/HD is not a character disorder; it is a neurological disorder. They should advocate for themselves appropriately, remembering to use AD/HD as a reason, not an excuse. They should participate in extracurricular activities they enjoy and listen to or read success stories of other students with AD/HD.
Supports do so much to enhance the experience of students in college and to ensure their success. It is important to seek out accommodating and understanding instructors and to develop a relationship with a supportive counselor, coach, or therapist. Parents can provide supplemental support, usually, perhaps, through long-distance phone calls. It is of utmost importance that students be affirmed for their successes and encouraged to try new study strategies when others are not working. Students need to seek support from people who truly understand and empathize with disabilities that interfere with executive functioning .
Although obtaining a postsecondary education is not easy for most students with AD/HD, there is evidence that the process can be made easier by using appropriate coping mechanisms. Time management, Interventions, Positive attitudes, and Supports are TIPS that can add up to achievement.