Expanding the Scope of Self-Advocacy Behaviors of Undergraduates With Learning Disabilities & Attention Deficit Hyperactivity Disorder

This study identifies and describes non-academic accommodation self-advocacy (N-ASA) behaviors that occur within social interactions of undergraduates with learning disabilities (LD) and attention-deficit/hyperactivity disorder (ADHD). Self-advocacy refers to an act of effectively communicating one’s rights and needed support. Interventions for undergraduates with LD/ADHD primarily emphasize communication behaviors to secure academic accommodations, yet the broader aspects of self-advocacy remain unaddressed. A qualitative descriptive design was used. Participants were undergraduates with LD/ADHD (N = 52) eligible to receive academic accommodations as defined by the campus disability office. Data were part of a larger study. Data were meeting-specific transcripts and written responses (N=30) from monthly psychoeducational group sessions, including didactic presentations and participants sharing disability experiences. Data were structurally coded for text segments related to N-ASA behaviors. A card sort was used to further categorize behavior codes. Values and process coding were used to develop conceptual themes and subthemes. The OTPF-4 guided the classification of subthemes. Multiple coders and peer debriefing were used to ensure trustworthiness. The N-ASA behaviors were classified as cognitive and communication actions. Thirteen unique N-ASA behaviors were identified whose purposes (i.e., themes) served to set boundaries with others, mitigate symptom-related challenges, protect time and schedules, and garner help from others. The N-ASA behaviors were comprised of two dimensions, subtle or overt, and their underlying decision-making considerations. Findings 1) highlight the diverse range of factors undergraduates with LD/ADHD may self-advocate about and 2) suggest that self-advocacy extends beyond standard definitions to include subtle behaviors that meet occupational demands, which can guide research and practice.

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