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Rehabilitation Science Doctoral Program College of Public Health and Health Professions
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Student Spotlight: Sharon Medina

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Sharon Medina

Sharon Medina, MOT, OTR/L, is a third-year Rehabilitation Science PhD student, and her mentor is Dr. Consuelo Kreider.

What has been your experience in the Rehabilitation Science program?

My experience in the Rehabilitation Science Program has been instrumental to my growth and development as a student, clinician, and future scientist. The program has given me the opportunity to learn and collaborate with prominent researchers across the University of Florida and within the rehabilitation community. I began my journey with research as an undergraduate volunteer in Dr. Consuelo Kreider’s lab. Dr. Kreider is now my doctoral mentor and has been an incredible source of support and guidance throughout my journey. I have found the mentorship and the opportunity for interdisciplinary collaborations to be the most beneficial part of the program thus far.

What have you enjoyed most about the program?

The Rehabilitation Science program is made up of students and researchers from various health backgrounds, which allows for rich and diverse conversations regarding the trajectory and growth of our field. The collaborations among students and faculty that are part of the program has been the most enjoyable. 

What are you currently researching?

My general research interest focuses on facilitating successful transitions to adult roles and contexts for young adults with developmental neuropsychological conditions. Specifically, my research has focused on young adults with learning disabilities (LDs) and attention deficit/hyperactivity disorder (ADHD).

Young people with developmental neuropsychological conditions such as LDs and ADHD, face challenges that can impact their ability to self-manage within their everyday lives. Neurodevelopmental disorders impact the executive functions of the brain, such as working memory, organization, planning, and regulation of emotions. These diagnostically-related challenges influence a young person with LD/ADHD ability to transition to the multifaceted roles and contexts that are associated with the transition to adulthood. Therefore, my doctoral research focuses on the interpersonal skills needed for managing actions for meeting personal and societal expectations during the transition to adulthood for college students with LD/ADHD.

What awards have you received or what have you published or presented?

Peer-Reviewed Publications

  • Kreider, C. M., Medina, S., & Koedam, H. M. (2020). (Dis)ability-informed mentors support occupational performance for college students with learning disabilities and attention-deficit/hyperactivity disorders through problem-solving and a focus on strengths. British Journal of Occupational Therapy. https://doi.org/10.1177%2F0308022620937636
  • Kreider, C. M., Medina, S., Slamka, M. R. (2019). Strategies for coping with time-related and productivity challenges of young people with learning disabilities and attention-deficit/hyperactivity disorder. Children, 6, 28. doi:10.3390/children6020028 PMCID: PMC6406620
  • Kreider, C. M., Medina, S., Wu, C. Y., Lan, M-F., Percival, S., Byrd, C. E., Delisle, A., Schoenfelder, D., Mann, W. C. (2018). Beyond Academics: A Model for Simultaneously Advancing Campus-based Supports for Learning Disabilities, STEM Students’ Skills for Self-regulation, and Mentors’ Knowledge for Co-regulating and Guiding. Frontiers in Psychology, 9, 1466. doi: 10.3389/fpsyg.2018.01466
  • Kreider, C., Delisle, A., Lan, M.-F., Medina, S., Gorske, J., Wu, C.-Y., Mann, W. (2015). A Multifaceted Approach to Supporting STEM/SBE Students with Learning Disabilities: Highlights of Engineering Student Participants. QScience Proceedings, 2015(4), 70. doi: 10.5339/qproc.2015.elc2014.70

Published Abstracts

  • Kreider C.M., Medina S., Benner H., Dillon K. (2020). Skills and Attributes for Meeting Expectations of Self and Others as Used by Undergraduates With Learning Disabilities and Attention Deficit Hyperactivity Disorder: Preliminary Analysis. Am J Occup Ther 2020;74(4_Supplement_1):7411505085. https://doi.org/10.5014/ajot.2020.74S1-PO2130
  • Kreider, C.M., Medina, S., Slamka, M., Apostol, JM. (2020). Personalized Understanding of One’s Disability Supports the Occupational Performance of Young People With Learning Disabilities (LD) or Attention Deficit Hyperactivity Disorder (ADHD) Transitioning Through College. Am J Occup Ther 2020;74(4_Supplement_1):7411505106. https://doi.org/10.5014/ajot.2020.74S1-PO3123
  • Kreider C. M., Slamka M., Medina S. (2019). Multidimensional strategies for overcoming time related challenges of transition-age students with learning and attention disorders. American Journal of Occupational Therapy, 73(4_Supplement_1) 7311505096. doi: 10.5014/ajot.2019.73S1-PO2012
  • Kreider, C.M., Medina, S. (2018). Development of an Organization-Level Model of Intervention for College Students With Learning Disabilities. Am J Occup Ther 2018;72(4_Supplement_1):7211515228. https://doi.org/10.5014/ajot.2018.72S1-PO2026
  • Kreider C.M., Sexton, A., Schneider, MK., Whittaker, ZL., Medina S. (2017). Supporting Occupational Performance of Undergraduate Students with Learning and Attention Disorders Through Formal Mentorship: Preliminary Analysis. American Journal of Occupational Therapy, 71(4_Supplement_1), 7111505102p7111505101-7111505102p7111505101. doi:10.5014/ajot.2017.71S1-PO2130
  • Kreider, C. M., Medina, S., De Laosa, M., Comstock, C. M., & Mann, W. C. (2016). Dual Needs, Dual Strategies: Academic and Life Needs of University Students with Learning Disabilities. International Journal of Qualitative Methods, 15(1), 1609406915625569. doi: 10.1177/1609406915625569
  • Kreider, C. M., Comstock, C., Medina, S., & Mann, W. C. (2015). Habits and Routines of Academically Progressing University Students with Learning and Attention Disorders. American Journal of Occupational Therapy, 69 (Supplement_1), 6911505204p6911505201-6911505204p6911505201. doi: 10.5014/ajot.2015.69S1-PO6101

National & International Conference Presentations

  • Medina, S., Mburu, S., Kreider, C.M. (June 17-19, 2020) Mentoring the Whole Student: Considerations for Mentoring College Students with Learning Disabilities and Attention-Deficit/Hyperactivity Disorder. Occupational Therapy Summit of Scholars 2020. Not presented due to COVID-19.
  • Kreider, C.M., Medina, S., Slamka, M., Apostol, JM. (March 26-29,2020) Personalized understandings of one’s disability supports the occupational performance of young people with LD/ADHD transitioning through college. 2020 American Occupational Therapy Association Annual Conference & Expo, Not presented due to COVID-19.
  • Kreider, C.M., Medina, S., Slamka, M., Apostol, JM. (April 4-8, 2019). Multidimensional approaches for addressing time-related challenges of transition-age individuals with learning and attention disorders. 2019 American Occupational Therapy Association Annual Conference & Expo, New Orleans, LA.
  • Medina, S., Kreider, C.M. (June 21-22, 2019). Development of Psychoeducational Transition Intervention – Instructive Knowledge Isn’t Enough: A Preliminary Analysis. Occupational Therapy Summit of Scholars 2019. Charleston, SC.
  • Medina, S., Kreider, C.M. (June 21-22, 2019). Mentors Serve as Co-regulators within the Natural Environment of College Students with Learning Disabilities and Attention-Deficit Hyperactivity Disorder. Occupational Therapy Summit of Scholars 2019. Charleston, SC
  • Kreider, C.M., Medina, S., Slamka, M., Apostol, JM. (April 4-8, 2019). Multidimensional approaches for addressing time-related challenges of transition-age individuals with learning and attention disorders. 2019 American Occupational Therapy Association Annual Conference & Expo, New Orleans, LA.
  • Medina, S., Kreider, C.M. (April 4-8, 2019). Mentors act as co-regulators for college students whose occupations are constrained by learning disability and/or attention disorders. 2019 American Occupational Therapy Association Annual Conference & Expo, New Orleans, LA.
  • Kreider, C.M., Medina, S. (March 11-12, 2019). Learning Disability-informed STEM Mentorship: Mentorship Mechanics and Supports that Extended beyond Academic and Professional Development to Communication and Problem Solving. 2019 International Mentoring Association Conference, Gainesville, FL
  • Kreider, C.M., Medina, S. (March 11-12, 2019). Disability Knowledge Strengthens Mentors’ Abilities for Supporting Undergraduate Mentees with Learning and Attention Disorders and Others Students. 2019 International Mentoring Association Conference, Gainesville, FL
  • Kreider, C.M., Medina, S. (April 7-10, 2016) PCORI Pipeline to Proposal Tier 1: Experiences and lessons learned in working with rural families living with autism. 2016 American Occupational Therapy Association Annual Conference & Expo, Chicago, IL

Awards

  • Travel award: Rehabilitation Science Award April 2019
  • Outstanding poster presentation: 2019 International Mentoring Association Annual Conference