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

With 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K–12 students live up to their potential in school and beyond . The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K–3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing and cognitive rehearsal strategies. *Chapter of case examples, plus chapters on self-assessment for coaches and the building blocks of executive skills coaching. *Expanded content on goal setting, action planning, and progress monitoring. *Updated research and revised reproducible tools. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. Cover 1 Half Title Page 4 Series Page 5 Title Page 6 Copyright 7 About the Authors 8 Preface 10 Contents 14 Unit I. Theoretical and Research Background 18 1. The Development of Executive Skills in the Brain: Biology and Experience 20 Neurology: Growth and Development + Experience = Executive Skills 21 Sequence of Development 22 2. Theoretical Underpinnings for Coaching 25 Goal-Directed Persistence versus Context-Dependent Sustained Attention 25 Coaching Interventions 27 Future Orientation and Goal Setting 27 Motivational Interviewing 28 Cognitive Rehearsal Strategies 28 Self-Regulation/Self-Management 31 Studies Investigating the Efficacy of Coaching 32 Unit II. Our Coaching Model 38 3. Introduction 40 Who Benefits from Coaching? 40 Essential Features of Our Coaching Model 40 Coaching Elementary Students versus Secondary Students 41 Who Can Be a Coach? 42 What Qualities Define a Good Coach? 43 4. Coaching Secondary Students 44 An Overview of the Coaching Steps 44 Step 1. Gather Background Information on the Student 44 Step 2. Conduct a Readiness Assessment to Determine If the Student Is a Good Fit for Coaching 47 Step 3. Make a Go/No-Go Decision 49 Step 4. Communicate with Parents about the Nature of Coaching and Clarify the Parents’ Role in the Process 49 Step 5. Conduct Goal-Setting Interview 50 Step 6. Decide on a Meeting Schedule 50 Step 7. Conduct Coaching Sessions 51 Step 8. Collect Progress Monitoring Data and Share with the Student 52 Step 9. Review with the Student the Appropriate Timeline to End Coaching 52 Step 10. End Coaching 53 A Note about Coaching College Students 53 5. Coaching Elementary Students 55 Referral Sources 55 Who Can Be the Coach? 55 The Goal-Setting Process 56 Coaching Steps 57 Step 1. Notify and Obtain Permission from the Parents 57 Step 2. Gather Background Information on the Student 58 Step 3. Set the Stage for Coaching 58 Step 4. Identify and Define the Target Behavior That the Student Will Work On 59 Step 5. Brainstorm with the Student Strategies to Help the Student Successfully Perform the Behavior 60 Step 6. Rehearse the Procedure with the Student 60 Step 7. Implement the Procedure 61 Step 8. Monitor Progress 61 Step 9. Review Progress with the Student to Decide Next Steps 61 Sample Coach Dialogue 62 Additional Considerations in the Coaching Process 63 Incentives 63 Coaching Students on Home Issues 63 6. Case Examples 65 Elementary Case Example 1 65 Elementary Case Example 2 67 Secondary Case Example 1 68 Secondary Case Example 2 69 Unit III. Coaching Techniques 72 7. Motivational Interviewing 74 Setting the Stage for Collaboration and Student Self-Determination 75 Communication and Relationship Building 76 Reflections 77 Open-Ended Questions 79 Affirmations 79 Summaries 80 Change Talk and Ambivalence 80 Change Talk and Commitment 82 Final Thoughts: Dos and Don’ts 84 8. Communication Techniques for Elementary School Coaches 85 Reflective Listening 86 Simple Reflections 86 Complex Reflections 87 Specific Praise 87 Open-Ended Questions versus Closed-Ended Questions 88 9. Self-Assessment as a Tool for Honing Coaching Skills 91 Basic Self-Assessment 92 Advanced Self-Assessment 93 What Gets Recorded 94 How and When to Record a Session 95 Analyzing the Score Sheet 97 Fixing Phrasing 99 10. Goal Setting and Action Planning 102 Steps in the Goal-Setting Interview 102 Step 1. Discuss Possible Goals 102 Step 2. Narrow Down the Options to Select a Single Goal to Work On 104 Step 3. Refine the Goal 104 Step 4. Identify What the Student Needs to Do to Achieve the Goal 105 Step 5. Discuss Potential Obstacles That Might Get in the Way and Brainstorm Strategies to Overcome the Obstacles 106 Step 6. Talk about What Resources the Student Might Draw On to Help Them Reach Their Goal 106 Step 7. Turn the Goal into a SMART Goal 107 Step 8. Create an Action Plan for Achieving the SMART Goal 107 Students Who Resist Goal Setting 108 Techniques to Support Goal Setting 109 Implementation Intentions 110 Mental Simulation 110 Mental Contrasting 111 11. Progress Monitoring 113 Measurement Strategies 113 Naturally Occurring Data 113 Counting and Graphing Behaviors 116 Checklists 118 Direct Behavior Ratings 119 Rubrics 121 What If the Goal Doesn’t Lend Itself to Progress Monitoring? 125 How to Use Progress Monitoring Data 126 Unit IV. Strategies and Special Applications 128 12. Strategies to Support Executive Skills Coaching 130 The ABCs of Executive Skills Interventions 130 Modify the Environment 130 Enhance the Skill 131 Provide Incentives 132 A Note about Scaffolding 134 Tips for Adapting These Methods to Coaching 134 Incorporating “Mini-Lessons” into Coaching 135 Using Smartphone Apps to Support Coaching 136 13. Adaptations for Coaching Students with Disabilities 140 Coaching Students with ADHD 141 Coaching Students on the Autism Spectrum 143 Coaching Students with Intellectual Disabilities 146 Final Comments 148 14. Other Forms of Coaching 149 Group Coaching 149 Peer Coaching 150 15. Parting Thoughts 153 Appendices. Forms and Assessment Tools 156 References 234 Index 240 With 55% new material, the significantly revised second edition of this influential resource presents a refined coaching model and an expanded set of tools for helping K–12 students live up to their potential in school and beyond. The book describes how to provide evidence-based, individualized instruction and support for kids and teens with executive skills challenges. Guidelines are provided for partnering with students and improving their performance in such areas as time and task management, planning, organization, and impulse control. Adaptations for coaching students with disabilities are discussed. In a convenient large-size format, the book features over two dozen reproducible forms and handouts; coaches can download and print additional copies as needed. New to This Edition *Two new chapters on coaching 5- to 8-year-olds (K–3), and more material on younger students throughout. *Shows how to enhance coaching by incorporating motivational interviewing and cognitive rehearsal strategies. *Case example chapter, plus chapters on self-assessment for coaches and the building blocks of executive skills coaching. *Expanded content on goal setting, action planning, and progress monitoring. *Updated research and revised reproducible tools. This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas. "This practical manual presents an evidence-based coaching model for helping students whose academic performance is suffering due to deficits in executive skills, including time and task management, planning, organization, impulse control, and emotional regulation. In just a few minutes a day, coaches can provide crucial support and instruction tailored to individual students' needs. From leading experts, the book provides detailed guidelines for incorporating coaching into a response-to-intervention framework, identifying students who can benefit, conducting each session, and monitoring progress. Special topics include how to implement a classwide peer coaching program. More than three dozen reproducible assessment tools, forms, and handouts are featured; the large-size format facilitates photocopying. Purchasers also get access to a webpage where they can download and print the reproducible materials"-- Provided by publisher