Coaching Students with Executive Skills Challenges (The Guilford Practical Intervention in the Schools Series)

Cover
Half Title Page
Series Page
Title Page
Copyright
About the Authors
Preface
Contents
Unit I. Theoretical and Research Background
	1. The Development of Executive Skills in the Brain: Biology and Experience
		Neurology: Growth and Development + Experience = Executive Skills
		Sequence of Development
	2. Theoretical Underpinnings for Coaching
		Goal-Directed Persistence versus Context-Dependent Sustained Attention
		Coaching Interventions
			Future Orientation and Goal Setting
			Motivational Interviewing
			Cognitive Rehearsal Strategies
			Self-Regulation/Self-Management
			Studies Investigating the Efficacy of Coaching
Unit II. Our Coaching Model
	3. Introduction
		Who Benefits from Coaching?
		Essential Features of Our Coaching Model
		Coaching Elementary Students versus Secondary Students
		Who Can Be a Coach?
		What Qualities Define a Good Coach?
	4. Coaching Secondary Students
		An Overview of the Coaching Steps
			Step 1. Gather Background Information on the Student
			Step 2. Conduct a Readiness Assessment to Determine If the Student Is a Good Fit for Coaching
			Step 3. Make a Go/No-Go Decision
			Step 4. Communicate with Parents about the Nature of Coaching and Clarify the Parents’ Role in the Process
			Step 5. Conduct Goal-Setting Interview
			Step 6. Decide on a Meeting Schedule
			Step 7. Conduct Coaching Sessions
			Step 8. Collect Progress Monitoring Data and Share with the Student
			Step 9. Review with the Student the Appropriate Timeline to End Coaching
			Step 10. End Coaching
		A Note about Coaching College Students
	5. Coaching Elementary Students
		Referral Sources
		Who Can Be the Coach?
		The Goal-Setting Process
		Coaching Steps
			Step 1. Notify and Obtain Permission from the Parents
			Step 2. Gather Background Information on the Student
			Step 3. Set the Stage for Coaching
			Step 4. Identify and Define the Target Behavior That the Student Will Work On
			Step 5. Brainstorm with the Student Strategies to Help the Student Successfully Perform the Behavior
			Step 6. Rehearse the Procedure with the Student
			Step 7. Implement the Procedure
			Step 8. Monitor Progress
			Step 9. Review Progress with the Student to Decide Next Steps
		Sample Coach Dialogue
		Additional Considerations in the Coaching Process
			Incentives
			Coaching Students on Home Issues
	6. Case Examples
		Elementary Case Example 1
		Elementary Case Example 2
		Secondary Case Example 1
		Secondary Case Example 2
Unit III. Coaching Techniques
	7. Motivational Interviewing
		Setting the Stage for Collaboration and Student Self-Determination
		Communication and Relationship Building
			Reflections
			Open-Ended Questions
			Affirmations
			Summaries
		Change Talk and Ambivalence
		Change Talk and Commitment
		Final Thoughts: Dos and Don’ts
	8. Communication Techniques for Elementary School Coaches
		Reflective Listening
			Simple Reflections
			Complex Reflections
		Specific Praise
		Open-Ended Questions versus Closed-Ended Questions
	9. Self-Assessment
 as a Tool for Honing Coaching Skills
		Basic Self-Assessment
		Advanced Self-Assessment
			What Gets Recorded
			How and When to Record a Session
			Analyzing the Score Sheet
			Fixing Phrasing
	10. Goal Setting and Action Planning
		Steps in the Goal-Setting Interview
			Step 1. Discuss Possible Goals
			Step 2. Narrow Down the Options to Select a Single Goal to Work On
			Step 3. Refine the Goal
			Step 4. Identify What the Student Needs to Do to Achieve the Goal
			Step 5. Discuss Potential Obstacles That Might Get in the Way and Brainstorm Strategies to Overcome the Obstacles
			Step 6. Talk about What Resources the Student Might Draw On to Help Them Reach Their Goal
			Step 7. Turn the Goal into a SMART Goal
			Step 8. Create an Action Plan for Achieving the SMART Goal
		Students Who Resist Goal Setting
		Techniques to Support Goal Setting
			Implementation Intentions
			Mental Simulation
			Mental Contrasting
	11. Progress Monitoring
		Measurement Strategies
			Naturally Occurring Data
			Counting and Graphing Behaviors
			Checklists
			Direct Behavior Ratings
			Rubrics
		What If the Goal Doesn’t Lend Itself to Progress Monitoring?
		How to Use Progress Monitoring Data
Unit IV. Strategies and Special Applications
	12. Strategies to Support Executive Skills Coaching
		The ABCs of Executive Skills Interventions
			Modify the Environment
			Enhance the Skill
			Provide Incentives
		A Note about Scaffolding
		Tips for Adapting These Methods to Coaching
		Incorporating “Mini-Lessons” into Coaching
		Using Smartphone Apps to Support Coaching
	13. Adaptations for Coaching Students with Disabilities
		Coaching Students with ADHD
		Coaching Students on the Autism Spectrum
		Coaching Students with Intellectual Disabilities
		Final Comments
	14. Other Forms of Coaching
		Group Coaching
		Peer Coaching
	15. Parting Thoughts
Appendices. Forms and Assessment Tools
References
Index