Context matters: A review to formulate a conceptual framework for coaching as a disability accommodation

Goal attainment in individual and group-based neuropsychological interventions for young adults with dyslexia in a randomized controlled trial

In this study, we investigated the outcome of goal attainment in individual and group-based neuropsychological intervention for young adults with dyslexia. Participants (N = 120) were randomly assigned to individual intervention, group intervention, or wait-list control group. Attainment of goals set personally before the intervention was evaluated after the intervention using Goal Attainment Scaling. The participants were asked to report the number of concrete changes made in their study or working habits at five months (after intervention or wait-list control time), at ten months, and 15 months post-interventions. Potential predictive factors for predicting goal attainment were evaluated including background and cognitive variables, self-reported psychological variables (mood, cognitive and behavioral strategies, self-esteem, quality of life), and self-reported behavioral variables (concrete changes made, time used to work on intervention matters). Based on the results, personal goals were, on average, met especially in individual intervention. Nearly 50% of goal attainment was explained by intervention type, behavioral and cognitive strategies, concrete changes made, cognitive capacity, and used time. Concrete changes, e.g., adopting new strategies and methods in study or working habits, were reported in both interventions and more than during the wait-list control period. The changes seemed long-lasting as fifteen months post-intervention, 76.4% reported still using the learned strategies. A structured and relatively short neuropsychological intervention for dyslexia in either individual or group format can lead to attaining pre-set personal goals and positive behavioral changes that can last up to over a year post-intervention.

Disability coaching in a pandemic

Purpose

An applied study using convenience data was conducted to compare the experiences of neurodivergent adults undergoing workplace coaching before and during the pandemic.

Design/methodology/approach

The naturally occurring opportunity permitted a comparison of face-to-face and remote coaching in three cohorts, pre-pandemic (100% face-to-face), forced-remote (100% remote) and choice (remote or face-to-face; 85% selected remote). A total of 409 participants self-reported performance before and 12 weeks after completing an average of 11 h coaching.

Findings

Significant differences between before and after scores for performance, with large effect sizes, were reported for all three cohorts across six dependent variables: memory, time management, organisational skills, stress management, understanding neurodiversity and concentration. There was no significant difference between the cohorts in terms of the magnitude of the effect. There were significant differences between the cohorts in terms of which topics were chosen as foci for the coaching, with executive functions related topics becoming less popular in the choice cohort.

Research limitations/implications

The authors abductively reasoned the results to suggest a positive relationship between personalised environments and cognitive demands for this client group. They call for further, theoretically grounded research exploring the role of coaching and environment in understanding the work performance of neurodivergent adults at work.

Originality/value

The study contributes to the emerging knowledge on the different experiences of in-person and video-mediated coaching. The focus on neurodivergent employees, which are heretofore less well researched within the workplace, provides essential data to support practitioners in maximising opportunity for a marginalised group.

A systematic review of interventions to support adults with ADHD at work—Implications from the paucity of context-specific research for theory and practice

Attention Deficit Hyperactivity Disorder (ADHD) is estimated to affect 3.5% of the global workforce. Despite the high prevalence rate, little is known about how best to support adults with ADHD (ADHDers) at work. Relevant research is dispersed across different disciplines such as medicine, health studies and psychology. Therefore, it is important to synthesize interventions aimed at ADHDers to examine what learning can be gleaned for effective workplace support. We conducted a systematic review of relevant interventions framed by realist evaluation and the Context-Intervention-Mechanism-Outcome classification to identify key mechanisms of effectiveness for workplace interventions. We searched 10 databases including a range of journals from medical science to business management applying predetermined inclusion criteria and quality appraisal through a risk of bias assessment for quantitative and qualitative methods. We synthesized 143 studies with realist evaluation. Most studies evaluated the effectiveness of pharmacological interventions highlighting the dominance of the medical approach to supporting ADHDers. Key mechanisms of effectiveness were identified from psychosocial interventions including group therapy, involvement of people in the ADHDers network, and the importance of the client-patient relationship. Overall, there is limited research that examines the effectiveness of workplace interventions for ADHDers. Furthermore, much of the existing research evaluates pharmacological interventions which is difficult to transfer to the workplace context. It is recommended that future research and practice consider the key mechanisms identified in this review when designing interventions as well as barriers to accessing support such as disclosure and self-awareness.

Does it work? Using a Meta-Impact score to examine global effects in quasi-experimental intervention studies

The evaluation of applied psychological interventions in the workplace or elsewhere is challenging. Randomisation and matching are difficult to achieve and this often results in substantial heterogeneity within intervention and control groups. As a result, traditional comparison of group means using null hypothesis significance testing may mask effects experienced by some participants. Using longitudinal studies of coaching interventions designed to provide support for dyslexic employees, this study describes and evaluates a different approach using a Meta-Impact score. We offer a conceptual rationale for our method, illustrate how this score is calculated and analysed, and show how it highlights person-specific variations in how participants react and respond to interventions. We argue that Meta-Impact is an incremental supplement to traditional variable-centric group-wise comparisons and can more accurately demonstrate in practice the extent to which an intervention worked. Such methods are needed for applied research, where personalized intervention protocols may require impact analysis for policy, legal and ethical purposes, despite modest sample sizes.

Diamond in the rough? An “empty review” of research into “neurodiversity” and a road map for developing the inclusion agenda

Purpose

The aims of the paper were to highlight the dearth of applied practitioner research concerning the expression of neurodiversity at work and develop an epistemological framework for a future research agenda.

Design/methodology/approach

A systematic empty review protocol was employed, with three a priori research questions, inquiring as to the extent of neurodiversity research within mainstream work psychology, psychology in general and lastly within cross-disciplinary academic research. The results of the final search were quality checked and categorized to illustrate where studies relevant to practice are currently located.

Findings

The academic literature was found to be lacking in contextualized, practical advice for employers or employees. The location and foci of extracted studies highlighted a growing science-practitioner gap.

Research limitations/implications

The research focused on common neurominority conditions such as autism and dyslexia; it is acknowledged that the neurodiversity definition itself is broader and more anthropological in nature. A need for a comprehensive research agenda is articulated, and research questions and frameworks are proposed.

Practical implications

Guidance is given on applying disability accommodation to both individual and organizational targets.

Social implications

The disability employment gap is unchanged since legislation was introduced. The neurodiversity concept is no longer new, and it is time for multi-disciplinary collaborations across science and practice to address the questions raised in this paper.

Originality/value

This paper offers an original analysis of the neurodiversity paradox, combining systematic inquiry with a narrative synthesis of the extant literature. The conceptual clarification offers clear directions for researchers and practitioners.

Neurodiversity at work: a biopsychosocial model and the impact on working adults

INTRODUCTION

The term neurodiversity is defined and discussed from the perspectives of neuroscience, psychology and campaigners with lived experience, illustrating the development of aetiological theories for included neurodevelopmental disorders. The emerging discourse is discussed with relevance to adults, social inclusion, occupational performance and the legislative obligations of organizations.

SOURCES OF DATA

Literature is reviewed from medicine, psychiatry, psychology, sociology and popular press. No new data are presented in this article.

AREAS OF AGREEMENT

There is consensus regarding some neurodevelopmental conditions being classed as neurominorities, with a 'spiky profile' of executive functions difficulties juxtaposed against neurocognitive strengths as a defining characteristic.

AREAS OF CONTROVERSY

The developing nomenclature is debated and the application of disability status versus naturally occurring difference. Diagnosis and legal protections vary geographically, resulting in heretofore unclear guidance for practitioners and employers.

GROWING POINTS

The evolutionary critique of the medical model, recognizing and updating clinical approaches considering the emerging consensus and paradigmatic shift.

AREAS TIMELY FOR DEVELOPING RESEARCH

It is recommended that research addresses more functional, occupational concerns and includes the experiences of stakeholders in research development, moving away from diagnosis and deficit towards multi-disciplinary collaboration within a biopsychosocial model.

Psychosocial Interventions for the Enhancement of Psychological Resources among Dyslexic Adults: A Systematic Review

Dyslexic employees are likely to be more at risk of low levels of personal resources because of their cognitive makeup compared to their non-dyslexic counterparts. Low personal resources, in turn, may lead to low employability because of difficulties in positively facing transitions. This research aimed to systematically review evidence on interventions for improving psychological resources in dyslexic adults. We searched Scopus, ERIC EBSCOhost, PsycINFO, Social Science Citation Index Web of Science, and Universe up to May 2020. We also examined the reference lists of published studies. We included studies that compared any intervention format against no intervention, any other intervention considered as a comparator by the authors, or that had no control group. Participants were dyslexic adults aged minimum 18 years old. We included four studies with 278 participants. Studies were run in the UK, Sweden, and Finland. Two studies involved a control group, and two studies were observational. Interventions varied between studies in intensity, duration, and format (individual and small groups). Risk of bias was unclear for most risk criteria. Findings from this review show that there is initial evidence suggesting initiatives can be effective in supporting a set of personal resources, i.e., self-confidence, organization, time, and stress-management, which are important in allowing dyslexic adults’ positive adjustment in the workplace. Yet, more studies are needed to improve outcome assessment and study design.