Coaching students with executive skills deficits:
Gespeichert in:
| Hauptverfasser: | , |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
New York [u.a.]
Guilford Press
2012
|
| Schriftenreihe: | The Guilford practical intervention in the schools series
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Includes bibliographical references and index |
| Beschreibung: | XVI, 240 S. graph. Darst. |
| ISBN: | 9781462503759 |
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| 245 | 1 | 0 | |a Coaching students with executive skills deficits |c Peg Dawson, Richard Guare |
| 264 | 1 | |a New York [u.a.] |b Guilford Press |c 2012 | |
| 300 | |a XVI, 240 S. |b graph. Darst. | ||
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| 338 | |b nc |2 rdacarrier | ||
| 490 | 0 | |a The Guilford practical intervention in the schools series | |
| 500 | |a Includes bibliographical references and index | ||
| 650 | 4 | |a Kind | |
| 650 | 4 | |a Executive ability in children | |
| 650 | 4 | |a Executive ability in adolescence | |
| 650 | 4 | |a Children |v Life skills guides | |
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| 700 | 1 | |a Guare, Richard |e Verfasser |4 aut | |
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Datensatz im Suchindex
| _version_ | 1804148812908855296 |
|---|---|
| adam_text | IMAGE 1
CONTENTS
UNIT I. THEORETICAL AND RESEARCH BACKGROUND 1. EXECUTIVE SKILLS AND
BRAIN DEVELOPMENT BRAIN DEVELOPMENT 5
A TAXONOMY OF EXECUTIVE SKILLS 6
2. THEORETICAL UNDERPINNINGS FOR COACHING
GOAL-DIRECTED PERSISTENCE VERSUS CONTEXT-DEPENDENT SUSTAINED ATTENTION
11 CORRESPONDENCE TRAINING 12
GOAL SETTING 12
SELF- REGULATION/SELF- MANAGEMENT 15
STUDIES INVESTIGATING THE EFFICACY OF COACHING 16
UNIT 11. OUR COACHING MODEL
3. BASIC COACHING FOR ACADEMIC SUCCESS WHO BENEFITS FROM COACHING? 23
BEF()RE COACHING BEGINS 24
SE!ECTING A COACH 24
THE COACHING PROCESS 27 STEP 1: IDENTIFYING THE NEEDFOR A COACH 27 STEP
2: OBTAINING THE STUDENT S COMMITMENT TO COACHING 27 STEP 3: MATCHING
THE STUDENT WITH THE COACH 28
STEP 4: SETTING UP THE FIRST MEETING WITH THE COACH 28 STEP 5: BEGINNING
DAILY COACHING SESSIONS 28 LONG-TERM GOAL SETTING 28 STEP 1: GATHERING
BACKGROUND INFORMATION 29
STEP 2: DEFINING THE LANG-TERM GOALS 30 STEP 3: DETERMINING THE STEPS TO
ACHIEVE LANG-TERM GOALS 30 STEP 4: DISCUSSING OBSTACLES TO ACHIEVING
LANG-TERM GOALS 32 STEP 5: DEVELOPING WAYS TO OVERCOME THE OBSTACLES 32
STEP 6: DEVELOPING INTERIM GOALS 32 STEP 7: COMPLETING THE INTERIM
GOALS SECTION OF THE LANG-TERM GOAL-SETTING FORM 33 STEP 8: IDENTIFYING
WAYS TO ENHANCE THE LIKELIHOOD OF SUCCESS 35 STEP 9: REVIEWING THE PLAN
36
XIII
3
10
23
IMAGE 2
XIV
CONTENTS
DAILY COACHING SESSIONS 37 FIRST SESSION 38 LATER COACHING SESSIONS 40
VERIFYING STUDENTS REPORTS 44
WHEN PLANS AREN T FOLLOWED AND WHEN GOALS AREN T MET 46 FADING COACHING
WITH SUCCESS 48 COACHING FAR DEVELOPMENT OF EXECUTIVE SKILLS 48 COACHING
DOS AND DON TS 49
COACHING MODIFICATIONS 49 COACHING DISAFFECTED OR DISENGAGED STUDENTS 52
COACHING ELEMENTARY SCHOOL STUDENTS 53 COACHING COLLEGE STUDENTS 55
4. ADVANEED COAEHING TEEHNIQUES
HOW TO USE THESE TRAINING MODULES 58 MODULE I: COMMUNICATION SKILLS 58
PARAPHRASING 59 REFIECTIVE LISTENING 59
OPEN-ENDED QUESTIONS VERSUS CLOSED-ENDED QUESTIONS 60 SCAFFOLDING 62
PROVIDING CLEAR INSTRUCTIONS OR DIRECTIONS 64 SPECIFIC PRAISE 65
ADDITIONAL RESOURCES FOR MODULE I 66 MODULE II: EXECUTIVE SKILLS 67
ADDITIONAL RESOURCES FOR MODULE II 69 MODULE III: DOCUMENTING COACHING
EFFECTIVENESS 69 INTERIM GOALS AS OUTCOME MEASURES 70 USING DAILY PLANS
AS MEASURES OF PROGRESS/SUCCESS 70
OTHER FORMS OF RECORD KEEPING 71 MODULE IV: PROBLEM SOLVING 76
NEGOTIATING SOLUTIONS TO PROBLEMS 77 MODULE V: SECTION 504 PLANS,
SPECIAL EDUCATION, AND RTI 81
SECTION 504 81 SPECIAL EDUCATION 81 RESPONSE TO INTERVENTION 83
CONCLUSION 87
5. SETTING UP 0 SEHOOL-BASED AEADEMIC COAEHING PROGRAM
SETTING UP AN ADULT COACHING PROGRAM 89 STEP 1: SOLICITING POTENTIAL
COACHES 89 STEP 2: PROVIDING TRAININGFOR COACHES 91 STEP 3: IDENTIFYING
STUDENTS WHO MAY BENEFIT FROM COACHING 91
STEP 4: INTERVIEWING STUDENTS AND INVITING THEM TO PARTICIPATE 92 STEP
5: NOTIFYING PARENTS 93 STEP 6: MATCHING STUDENTS TO COACHES 93 STEP 7:
PARTICIPATING IN THE GOAL-SETTING SESSION AND HELPING ESTABLISH THE
DAILY
COACHING SCHEDULES 94 STEP 8: CHECKING IN WEEKLY WITH EACH COACH TO
ASSESS THE PROCESS 94 STEP 9: ARRANGINGFOR PERIODIC GROUP CASE
CONSULTATION MEETINGS WITH COACHES 94 STEP 10: EVALUATING COACHING
EFFECTIVENESS 95 SETTING UP A PEER COACHING PROGRAM 95
STEP 1: SOLICITING POTENTIAL COACHES 96 STEP 2: PROVIDING TRAININGFOR
COACHES 96 STEP 3: IDENTIFYING STUDENTS WHO MAY BENEFIT FROM COACHING 97
STEP 4: INTERVIEWING STUDENTS AND INVITING THEM TO PARTICIPATE 97
STEP 5: NOTIFYING PARENTS 97 STEP 6: MATCHING STUDENTS TO COACHES 97
STEP 7: PARTICIPATING IN THE GOAL-SETTING SESSION AND HELPING ESTABLISH
THE DAILY COACHING SCHEDULES 98
STEP 8: CHECKING IN WEEKLY WITH EACH COACH TO MONITOR AND TROUBLESHOOT
98 STEP 9: RUNNING GROUP SUPERVISION/CASE CONSULTATION SESSIONS FOR
COACHES 98 STEP 10: EVALUATING COACHING EFFECTIVENESS 99 CONCLUSION 99
57
89
IMAGE 3
CONTENTS
UNIT 111.SPECIALAPPLICATIONS
6. CLASSWIDE PEER COACHING ADVANTAGES OF PEER COACHING 103 MODELS OF
PEER COACHING 104 EVIDENCE OF EFFECTIVENESS 105
PEER COACHING AND EXECUTIVE SKIILS 105 CLASSWIDE PEER COACHING MODEL 107
TEACHING GOAL SETTING, RECIPROCAL COACHING, AND SELF-MONITORING 109 MATH
GOAL SETTING 111
INDEPENDENT WORK BEHAVIOR GOAL SETTING 112
CONCLUSION 114
7. PEER COACHING FOR SODAL SKILLS DEVELOPMENT PAMELA PLUMER
XV
103
115
AN ALTERNATIVE SCHOOL-BASED INTERVENTION: PEER COACHING 117 WHAT DOES
PEER COACHING INVOLVE? 118 WHO MIGHT BENEFIT FROM PEER COACHING? 119 WHO
WOULD MAKE AN IDEAL PEER COACH? 120
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? 121 WHAT DOES THE TRAINING INVOLVE? 122
HOW ARE GOALS CHOSEN? 122 HOW DOES THE REWARD SYSTEM WORK? 123 CAN THE
INTERVENTION BE APPLIED TO A GROUP FORMAT? 124 HOW TO EVALUATE WHETHER
THE INTERVENTION IS SUCCESSFUL? 124
FINAL NOTES 125 PEER COACHING MANUAL 125 INTRODUCTION TO THE PEER
COACHING PROCESS 125 PARTICIPANTS 125
TRAINING 126
8. PARTING THOUGHTS
REASONS FUER BEGINNING AND ENDING COACHING 132 COMPARING COACHING WITH
OTHER SERVICES 132 BENEFITS AND LIMITATIONS OF COACHING 133
120 121
131
PRACTICE EXERDSES 135
MODULE 1: COMMUNICATION SKIILS 135 EXERCISE 1. PARAPHRASING 135 EXERCISE
2. REFLECTIVE LISTENING 136 EXERCISE 3. OPEN-ENDED AND CLOSED-ENDED
QUESTIONS 137
EXERCISE 4. SCAFFOLDING 138 EXERCISE 5. CLEAR DIRECTIONS 140 EXERCISE 6.
SPECIFIC PRAISE 141 MODULE II: EXECUTIVE SKILLS 142
EXERCISE 7. STRENGTHS AND WEAKNESSES 142 EXERCISE 8. COACHING PLAN 143
MODULE III: DOCUMENTING COACHING EFFECTIVENESS 144 EXERCISE 9. CREATING
GOAL ATTAINMENT SCALES 144
EXERCISE 10. GRAPHING INTERIM GOALS 145 EXERCISE 11. CHECKLISTS 146
EXERCISE 12. SCORING RUBRICS 146 MODULE IV: PROBLEM SOLVING 147
EXERCISE 13 147 MODULE V: SPECIAL EDUCATION 148 EXERCISE 14. IEP GOAL
148 EXERCISE 15. COACHING WITHIN AN RTF FRAMEWORK 148
IMAGE 4
XVI
CONTENTS
PRACTICE EXERCISES ANSWER KEY
APPENDICES: REPRODUCIBLE MATERIALS
BACKGROUND MATERIAL 159 COACHING FORMS 160 TEACHING ROUTINES 161
PROGRESS MONITORING FORMS 161
COACH COORDINATOR FORMS 162 CLASSWIDE PEER COACHING FORMS 162 FORMS FOR
PEER COACHING FOR SOCIAL SKILLS DEVELOPMENT 163 APPENDIX 1. GETTING TO
KNOW YOU 165 APPENDIX 2. EXECUTIVE SKILLS SEMISTRUCTURED
INTERVIEW-STUDENT VERSION 167 APPENDIX 3. EXECUTIVE SKILLS
QUESTIONNAIRE-ADULT VERSION 173 APPENDIX 4. EXECUTIVE SKILLS
QUESTIONNAIRE FOR STUDENTS 176 APPENDIX 5. LONG-TERM GOAL-SETTING FORM:
CREATING THE LINK BETWEEN TODAY S PLANS
AND TOMORROW S GOALS 178 APPENDIX 6. MARKING PERIOD GOAL-SETTING FORM
182 APPENDIX 7. DAILY COACHING FORM 184 APPENDIX 8. PLAN FOR FADING
COACHING 185
APPENDIX 9. DAILY HOMEWORK PLANNING FORM 186 APPENDIX 10. COACHING FOR
KIDS FORM 187 APPENDIX 11. HOW TO WRITE AN ESSAY 188 APPENDIX 12. HOW TO
PLAN AND COMPLETE LONG-TERM PROJECTS 194
APPENDIX 13. HOW TO STUDY FOR TESTS 197 APPENDIX 14. HOW TO ORGANIZE
NOTEBOOKS/HOMEWORK 199 APPENDIX 15. HOW TO TAKE NOTES 201 APPENDIX 16.
LEARNING TO SOLVE PROBLEMS 204
APPENDIX 17. GOAL ATTAINMENT SCALE FORM 206 APPENDIX 18. RUBRIC FORM 207
APPENDIX 19. RTI PROGRESS MONITORING FORM 208 APPENDIX 20. COACH JOB
DESCRIPTION 209 APPENDIX 21. PERMISSION LETTER 210
APPENDIX 22. COACH COORDINATOR MASTER LIST 211 APPENDIX 23. COACH
COORDINATOR WEEKLY MONITORING FORM 212 APPENDIX 24A. COACH FEEDBACK
FORM-STUDENT VERSION 213 APPENDIX 24B. COACH FEEDBACK FORM-COACH VERSION
215
APPENDIX 25. SCORE SHEET FOR MATH FACTS GOAL 217 APPENDIX 26. SCORE
SHEET FOR INDEPENDENT WORK TIME 218 APPENDIX 27. SCORE SHEET FOR MORNING
MEETING BEHAVIORS 219 APPENDIX 28. SCORE SHEET FOR END-OF-DAY ROUTINE
220
APPENDIX 29. BLANK SCORE SHEET 221 APPENDIX 30. CLASS ROSTER FOR TEAMS
AND COACHES 222 APPENDIX 31. PEER COACHING STEPS FOR THE PEER COACH 223
APPENDIX 32. STUDENT S DAILY GOAL STEPS 224 APPENDIX 33. DAILY GOAL FORM
225 APPENDIX 34. REWARD MENU 226 APPENDIX 35. WEEKLY GOAL TABLE 227
APPENDIX 36. LETTER TO FAMILY FOR FOCUS STUDENT 228 APPENDIX 37. LETTER
TO FAMILY FOR PEER COACH 229 APPENDIX 38. SAMPIE GOAL FORM 230 APPENDIX
39. TREATMENT INTEGRITY QUESTIONS 231
REFERENCES
INDEX
150
159
233
237
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| language | English |
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| physical | XVI, 240 S. graph. Darst. |
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| spelling | Dawson, Peg Verfasser aut Coaching students with executive skills deficits Peg Dawson, Richard Guare New York [u.a.] Guilford Press 2012 XVI, 240 S. graph. Darst. txt rdacontent n rdamedia nc rdacarrier The Guilford practical intervention in the schools series Includes bibliographical references and index Kind Executive ability in children Executive ability in adolescence Children Life skills guides Child development Schüler (DE-588)4053369-4 gnd rswk-swf Coaching (DE-588)4148114-8 gnd rswk-swf Schüler (DE-588)4053369-4 s Coaching (DE-588)4148114-8 s DE-604 Guare, Richard Verfasser aut V:DE-604 application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=024730662&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Dawson, Peg Guare, Richard Coaching students with executive skills deficits Kind Executive ability in children Executive ability in adolescence Children Life skills guides Child development Schüler (DE-588)4053369-4 gnd Coaching (DE-588)4148114-8 gnd |
| subject_GND | (DE-588)4053369-4 (DE-588)4148114-8 |
| title | Coaching students with executive skills deficits |
| title_auth | Coaching students with executive skills deficits |
| title_exact_search | Coaching students with executive skills deficits |
| title_full | Coaching students with executive skills deficits Peg Dawson, Richard Guare |
| title_fullStr | Coaching students with executive skills deficits Peg Dawson, Richard Guare |
| title_full_unstemmed | Coaching students with executive skills deficits Peg Dawson, Richard Guare |
| title_short | Coaching students with executive skills deficits |
| title_sort | coaching students with executive skills deficits |
| topic | Kind Executive ability in children Executive ability in adolescence Children Life skills guides Child development Schüler (DE-588)4053369-4 gnd Coaching (DE-588)4148114-8 gnd |
| topic_facet | Kind Executive ability in children Executive ability in adolescence Children Life skills guides Child development Schüler Coaching |
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