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The Resource Coaching students with executive skills deficits, Peg Dawson, Richard Guare

Coaching students with executive skills deficits, Peg Dawson, Richard Guare

Label
Coaching students with executive skills deficits
Title
Coaching students with executive skills deficits
Statement of responsibility
Peg Dawson, Richard Guare
Creator
Contributor
Subject
Genre
Language
eng
Member of
http://library.link/vocab/creatorName
Dawson, Peg
Illustrations
illustrations
Index
index present
Literary form
non fiction
Nature of contents
bibliography
http://library.link/vocab/relatedWorkOrContributorName
Guare, Richard
Series statement
The Guilford practical intervention in the schools series
http://library.link/vocab/subjectName
  • Executive ability in children
  • Executive ability in adolescence
  • Children
  • Child development
Label
Coaching students with executive skills deficits, Peg Dawson, Richard Guare
Instantiates
Publication
Bibliography note
Includes bibliographical references and index
Contents
UNIT I THEORETICAL AND RESEARCH BACKGROUND -- 1. Executive Skills and Brain Development -- Brain Development -- A Taxonomy of Executive Skills -- 2. Theoretical Underpinnings for Coaching -- Goal-Directed Persistence versus Context-Dependent Sustained Attention -- Correspondence Training -- Goal Setting -- Self-Regulation/Self-Management -- Studies Investigating the Efficacy of Coaching -- UNIT II OUR COACHING MODEL -- 3. Basic Coaching for Academic Success -- Who Benefits from Coaching? -- Before Coaching Begins -- Selecting a Coach -- The Coaching Process -- Step 1 Identifying the Need for a Coach -- Step 2 Obtaining the Student's Commitment to Coaching -- Step 3 Matching the Student with the Coach -- Step 4 Setting Up the First Meeting with the Coach -- Step 5 Beginning Daily Coaching Sessions -- Long-Term Goal Setting -- Step 1 Gathering Background Information -- Step 2 Defining the Long-Term Goals -- Step 3 Determining the Steps to Achieve Long-Term Goals -- Step 4 Discussing Obstacles to Achieving Long-Term Goals -- Step 5 Developing Ways to Overcome the Obstacles -- Step 6 Developing Interim Goals -- Step 7 Completing the "Interim Goals" Section of the Long-Term Goal-Setting Form -- Step 8 Identifying Ways to Enhance the Likelihood of Success -- Step 9 Reviewing the Plan -- Daily Coaching Sessions -- First Session -- Later Coaching Sessions -- Verifying Students' Reports -- When Plans Aren't Followed and When Goals Aren't Met -- Fading Coaching with Success -- Coaching for Development of Executive Skills -- Coaching Dos and Don'ts -- Coaching Modifications -- Coaching Disaffected or Disengaged Students -- Coaching Elementary School Students -- Coaching College Students -- 4. Advanced Coaching Techniques -- How to Use These Training Modules -- Module I Communication Skills -- Paraphrasing -- Reflective Listening -- Open-Ended Questions versus Closed-Ended Questions -- Scaffolding -- Providing Clear Instructions or Directions -- Specific Praise -- Additional Resources for Module I -- Module II Executive Skills -- Additional Resources for Module II -- Module III Documenting Coaching Effectiveness -- Interim Goals as Outcome Measures -- Using Daily Plans as Measures of Progress/Success -- Other Forms of Record Keeping -- Module IV Problem Solving -- Negotiating Solutions to Problems -- Module V Section 504 Plans, Special Education, and RTI -- Section 504 -- Special Education -- Response to Intervention -- Conclusion -- 5. Setting Up a School-Based Academic Coaching Program -- Setting Up an Adult Coaching Program -- Step 1 Soliciting Potential Coaches -- Step 2 Providing Training for Coaches -- Step 3 Identifying Students Who May Benefit from Coaching -- Step 4 Interviewing Students and Inviting Them to Participate -- Step 5 Notifying Parents -- Step 6 Matching Students to Coaches -- Step 7 Participating in the Goal-Setting Session and Helping Establish the Daily Coaching Schedules -- Step 8 Checking In Weekly with Each Coach to Assess the Process -- Step 9 Arranging for Periodic Group Case Consultation Meetings with Coaches -- Step 10 Evaluating Coaching Effectiveness -- Setting Up a Peer Coaching Program -- Step 1 Soliciting Potential Coaches -- Step 2 Providing Training for Coaches -- Step 3 Identifying Students Who May Benefit from Coaching -- Step 4 Interviewing Students and Inviting Them to Participate -- Step 5 Notifying Parents -- Step 6 Matching Students to Coaches -- Step 7 Participating in the Goal-Setting Session and Helping Establish the Daily Coaching Schedules -- Step 8 Checking In Weekly with Each Coach to Monitor and Troubleshoot -- Step 9 Running Group Supervision/Case Consultation Sessions for Coaches -- Step 10 Evaluating Coaching Effectiveness -- Conclusion -- UNIT III SPECIAL APPLICATIONS -- 6. Classwide Peer Coaching -- Advantages of Peer Coaching -- Models of Peer Coaching -- Evidence of Effectiveness -- Peer Coaching and Executive Skills -- Classwide Peer Coaching Model -- Teaching Goal Setting, Reciprocal Coaching, and Self-Monitoring -- Math Goal Setting -- Independent Work Behavior Goal Setting -- Conclusion -- 7. Peer Coaching for Social Skills Development / Pamela Plumer -- An Alternative School-Based Intervention: Peer Coaching -- What Does Peer Coaching Involve? -- Who Might Benefit from Peer Coaching? -- Who Would Make an Ideal Peer Coach? -- Do the Focus Student and the Peer Coach Have to Be Friends? -- How Much "Coaching" Is the Responsibility of the Peer Coach? -- What Is the Role of the Adults in This Process? -- What Does the Training Involve? -- How Are Goals Chosen? -- How Does the Reward System Work? -- Can the Intervention Be Applied to a Group Format? -- How to Evaluate Whether the Intervention Is Successful? -- Final Notes -- Peer Coaching Manual -- Introduction to the Peer Coaching Process -- Participants -- Training -- 8. Parting Thoughts -- Reasons for Beginning and Ending Coaching -- Comparing Coaching with Other Services -- Benefits and Limitations of Coaching -- Practice Exercises -- Module I Communication Skills -- Exercise 1 Paraphrasing -- Exercise 2 Reflective Listening -- Exercise 3 Open-Ended and Closed-Ended Questions -- Exercise 4 Scaffolding -- Exercise 5 Clear Directions -- Exercise 6 Specific Praise -- Module II Executive Skills -- Exercise 7 Strengths and Weaknesses -- Exercise 8 Coaching Plan -- Module III Documenting Coaching Effectiveness -- Exercise 9 Creating Goal Attainment Scales -- Exercise 10 Graphing Interim Goals -- Exercise 11 Checklists -- Exercise 12 Scoring Rubrics -- Module IV Problem Solving -- Exercise 13 -- Module V Special Education -- Exercise 14 IEP Goal -- Exercise 15 Coaching within an RTI Framework -- Practice Exercises Answer Key -- Appendices: Reproducible Materials -- Background Material -- Coaching Forms -- Teaching Routines -- Progress Monitoring Forms -- Coach Coordinator Forms -- Classwide Peer Coaching Forms -- Forms for Peer Coaching for Social Skills Development -- Appendix 1 Getting to Know You -- Appendix 2 Executive Skills Semistructured Interview---Student Version -- Appendix 3 Executive Skills Questionnaire---Adult Version -- Appendix 4 Executive Skills Questionnaire for Students -- Appendix 5 Long-Term Goal-Setting Form: Creating the Link between Today's Plans and Tomorrow's Goals -- Appendix 6 Marking Period Goal-Setting Form -- Appendix 7 Daily Coaching Form -- Appendix 8 Plan for Fading Coaching -- Appendix 9 Daily Homework Planning Form -- Appendix 10 Coaching for Kids Form -- Appendix 11 How to Write an Essay -- Appendix 12 How to Plan and Complete Long-Term Projects -- Appendix 13 How to Study for Tests -- Appendix 14 How to Organize Notebooks/Homework -- Appendix 15 How to Take Notes -- Appendix 16 Learning to Solve Problems -- Appendix 17 Goal Attainment Scale Form -- Appendix 18 Rubric Form -- Appendix 19 RTI Progress Monitoring Form -- Appendix 20 Coach Job Description -- Appendix 21 Permission Letter -- Appendix 22 Coach Coordinator Master List -- Appendix 23 Coach Coordinator Weekly Monitoring Form -- Appendix 24a Coach Feedback Form---Student Version -- Appendix 24b Coach Feedback Form---Coach Version -- Appendix 25 Score Sheet for Math Facts Goal -- Appendix 26 Score Sheet for Independent Work Time -- Appendix 27 Score Sheet for Morning Meeting Behaviors -- Appendix 28 Score Sheet for End-of-Day Routine -- Appendix 29 Blank Score Sheet -- Appendix 30 Class Roster for Teams and Coaches -- Appendix 31 Peer Coaching Steps for the Peer Coach -- Appendix 32 Student's Daily Goal Steps -- Appendix 33 Daily Goal Form -- Appendix 34 Reward Menu -- Appendix 35 Weekly Goal Table -- Appendix 36 Letter to Family for Focus Student -- Appendix 37 Letter to Family for Peer Coach -- Appendix 38 Sample Goal Form -- Appendix 39 Treatment Integrity Questions
Control code
ocn746836870
Dimensions
27 cm
Extent
xvi, 240 p.
Isbn
9781462503759
Isbn Type
(lay-flat binding)
Lccn
2011037133
Other physical details
ill.
System control number
(OCoLC)746836870
Label
Coaching students with executive skills deficits, Peg Dawson, Richard Guare
Publication
Bibliography note
Includes bibliographical references and index
Contents
UNIT I THEORETICAL AND RESEARCH BACKGROUND -- 1. Executive Skills and Brain Development -- Brain Development -- A Taxonomy of Executive Skills -- 2. Theoretical Underpinnings for Coaching -- Goal-Directed Persistence versus Context-Dependent Sustained Attention -- Correspondence Training -- Goal Setting -- Self-Regulation/Self-Management -- Studies Investigating the Efficacy of Coaching -- UNIT II OUR COACHING MODEL -- 3. Basic Coaching for Academic Success -- Who Benefits from Coaching? -- Before Coaching Begins -- Selecting a Coach -- The Coaching Process -- Step 1 Identifying the Need for a Coach -- Step 2 Obtaining the Student's Commitment to Coaching -- Step 3 Matching the Student with the Coach -- Step 4 Setting Up the First Meeting with the Coach -- Step 5 Beginning Daily Coaching Sessions -- Long-Term Goal Setting -- Step 1 Gathering Background Information -- Step 2 Defining the Long-Term Goals -- Step 3 Determining the Steps to Achieve Long-Term Goals -- Step 4 Discussing Obstacles to Achieving Long-Term Goals -- Step 5 Developing Ways to Overcome the Obstacles -- Step 6 Developing Interim Goals -- Step 7 Completing the "Interim Goals" Section of the Long-Term Goal-Setting Form -- Step 8 Identifying Ways to Enhance the Likelihood of Success -- Step 9 Reviewing the Plan -- Daily Coaching Sessions -- First Session -- Later Coaching Sessions -- Verifying Students' Reports -- When Plans Aren't Followed and When Goals Aren't Met -- Fading Coaching with Success -- Coaching for Development of Executive Skills -- Coaching Dos and Don'ts -- Coaching Modifications -- Coaching Disaffected or Disengaged Students -- Coaching Elementary School Students -- Coaching College Students -- 4. Advanced Coaching Techniques -- How to Use These Training Modules -- Module I Communication Skills -- Paraphrasing -- Reflective Listening -- Open-Ended Questions versus Closed-Ended Questions -- Scaffolding -- Providing Clear Instructions or Directions -- Specific Praise -- Additional Resources for Module I -- Module II Executive Skills -- Additional Resources for Module II -- Module III Documenting Coaching Effectiveness -- Interim Goals as Outcome Measures -- Using Daily Plans as Measures of Progress/Success -- Other Forms of Record Keeping -- Module IV Problem Solving -- Negotiating Solutions to Problems -- Module V Section 504 Plans, Special Education, and RTI -- Section 504 -- Special Education -- Response to Intervention -- Conclusion -- 5. Setting Up a School-Based Academic Coaching Program -- Setting Up an Adult Coaching Program -- Step 1 Soliciting Potential Coaches -- Step 2 Providing Training for Coaches -- Step 3 Identifying Students Who May Benefit from Coaching -- Step 4 Interviewing Students and Inviting Them to Participate -- Step 5 Notifying Parents -- Step 6 Matching Students to Coaches -- Step 7 Participating in the Goal-Setting Session and Helping Establish the Daily Coaching Schedules -- Step 8 Checking In Weekly with Each Coach to Assess the Process -- Step 9 Arranging for Periodic Group Case Consultation Meetings with Coaches -- Step 10 Evaluating Coaching Effectiveness -- Setting Up a Peer Coaching Program -- Step 1 Soliciting Potential Coaches -- Step 2 Providing Training for Coaches -- Step 3 Identifying Students Who May Benefit from Coaching -- Step 4 Interviewing Students and Inviting Them to Participate -- Step 5 Notifying Parents -- Step 6 Matching Students to Coaches -- Step 7 Participating in the Goal-Setting Session and Helping Establish the Daily Coaching Schedules -- Step 8 Checking In Weekly with Each Coach to Monitor and Troubleshoot -- Step 9 Running Group Supervision/Case Consultation Sessions for Coaches -- Step 10 Evaluating Coaching Effectiveness -- Conclusion -- UNIT III SPECIAL APPLICATIONS -- 6. Classwide Peer Coaching -- Advantages of Peer Coaching -- Models of Peer Coaching -- Evidence of Effectiveness -- Peer Coaching and Executive Skills -- Classwide Peer Coaching Model -- Teaching Goal Setting, Reciprocal Coaching, and Self-Monitoring -- Math Goal Setting -- Independent Work Behavior Goal Setting -- Conclusion -- 7. Peer Coaching for Social Skills Development / Pamela Plumer -- An Alternative School-Based Intervention: Peer Coaching -- What Does Peer Coaching Involve? -- Who Might Benefit from Peer Coaching? -- Who Would Make an Ideal Peer Coach? -- Do the Focus Student and the Peer Coach Have to Be Friends? -- How Much "Coaching" Is the Responsibility of the Peer Coach? -- What Is the Role of the Adults in This Process? -- What Does the Training Involve? -- How Are Goals Chosen? -- How Does the Reward System Work? -- Can the Intervention Be Applied to a Group Format? -- How to Evaluate Whether the Intervention Is Successful? -- Final Notes -- Peer Coaching Manual -- Introduction to the Peer Coaching Process -- Participants -- Training -- 8. Parting Thoughts -- Reasons for Beginning and Ending Coaching -- Comparing Coaching with Other Services -- Benefits and Limitations of Coaching -- Practice Exercises -- Module I Communication Skills -- Exercise 1 Paraphrasing -- Exercise 2 Reflective Listening -- Exercise 3 Open-Ended and Closed-Ended Questions -- Exercise 4 Scaffolding -- Exercise 5 Clear Directions -- Exercise 6 Specific Praise -- Module II Executive Skills -- Exercise 7 Strengths and Weaknesses -- Exercise 8 Coaching Plan -- Module III Documenting Coaching Effectiveness -- Exercise 9 Creating Goal Attainment Scales -- Exercise 10 Graphing Interim Goals -- Exercise 11 Checklists -- Exercise 12 Scoring Rubrics -- Module IV Problem Solving -- Exercise 13 -- Module V Special Education -- Exercise 14 IEP Goal -- Exercise 15 Coaching within an RTI Framework -- Practice Exercises Answer Key -- Appendices: Reproducible Materials -- Background Material -- Coaching Forms -- Teaching Routines -- Progress Monitoring Forms -- Coach Coordinator Forms -- Classwide Peer Coaching Forms -- Forms for Peer Coaching for Social Skills Development -- Appendix 1 Getting to Know You -- Appendix 2 Executive Skills Semistructured Interview---Student Version -- Appendix 3 Executive Skills Questionnaire---Adult Version -- Appendix 4 Executive Skills Questionnaire for Students -- Appendix 5 Long-Term Goal-Setting Form: Creating the Link between Today's Plans and Tomorrow's Goals -- Appendix 6 Marking Period Goal-Setting Form -- Appendix 7 Daily Coaching Form -- Appendix 8 Plan for Fading Coaching -- Appendix 9 Daily Homework Planning Form -- Appendix 10 Coaching for Kids Form -- Appendix 11 How to Write an Essay -- Appendix 12 How to Plan and Complete Long-Term Projects -- Appendix 13 How to Study for Tests -- Appendix 14 How to Organize Notebooks/Homework -- Appendix 15 How to Take Notes -- Appendix 16 Learning to Solve Problems -- Appendix 17 Goal Attainment Scale Form -- Appendix 18 Rubric Form -- Appendix 19 RTI Progress Monitoring Form -- Appendix 20 Coach Job Description -- Appendix 21 Permission Letter -- Appendix 22 Coach Coordinator Master List -- Appendix 23 Coach Coordinator Weekly Monitoring Form -- Appendix 24a Coach Feedback Form---Student Version -- Appendix 24b Coach Feedback Form---Coach Version -- Appendix 25 Score Sheet for Math Facts Goal -- Appendix 26 Score Sheet for Independent Work Time -- Appendix 27 Score Sheet for Morning Meeting Behaviors -- Appendix 28 Score Sheet for End-of-Day Routine -- Appendix 29 Blank Score Sheet -- Appendix 30 Class Roster for Teams and Coaches -- Appendix 31 Peer Coaching Steps for the Peer Coach -- Appendix 32 Student's Daily Goal Steps -- Appendix 33 Daily Goal Form -- Appendix 34 Reward Menu -- Appendix 35 Weekly Goal Table -- Appendix 36 Letter to Family for Focus Student -- Appendix 37 Letter to Family for Peer Coach -- Appendix 38 Sample Goal Form -- Appendix 39 Treatment Integrity Questions
Control code
ocn746836870
Dimensions
27 cm
Extent
xvi, 240 p.
Isbn
9781462503759
Isbn Type
(lay-flat binding)
Lccn
2011037133
Other physical details
ill.
System control number
(OCoLC)746836870

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      -40.385340 175.617349
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