On the Design of a Mobile Executive Functioning Coaching Solution for Students with and without Disabilities in Post- Secondary STEM Education

Abstract

Existing literature indicated that supporting the executive function skills (EFs) and learning strategies of students with disabilities (SWDs) during the learning process is important for improving the persistence and success of those students in post-secondary Science, Technology, Engineering, and Mathematics (STEM) education. This study investigated the integration of academic coaching on a mobile technology platform to support the EFs and learning strategies necessary for the success of SWDs in post-secondary STEM. Universal Design for Learning (UDL) (CAST, 2011) was utilized as the conceptual framework to guide this study. A parallel mixed methods study was used to collect data to identify students’ perceptions on features of this mobile EF coaching to support individual EFs, personal participation outcomes for this mobile EF coaching support, and the differences between this mobile EF coaching support and other types of support services for those students in postsecondary STEM education. A total of seven participants completed the mobile coaching study. The pre/post-test results and the analysis of qualitative content showed improved EFs and learning strategies/skills for those students. Two levels of coding were used to analyze the qualitative data. The implications and limitations of the study were discussed, and recommendations were made for future research and practice.