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Coaching Students with Executive Skills Deficits (Guilford Practical Intervention in Schools), 1st Edition

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 and lay-flat binding facilitate photocopying. Purchasers also get access to a Web page where they can download and print the reproducible materials.

This book is in The Guilford Practical Intervention in the Schools Series.

Review

“Dawson and Guare are to be congratulated for writing such a readable yet scientifically rigorous manual that will be invaluable to teachers, counselors, and school psychologists who work with students with executive skills deficits. The book is illustrated with fascinating case examples that will be all too familiar to teachers who have struggled to find ways of helping students to reach their potential. It provides constructive, step-by-step guidance on what it means to have an executive skills deficit and how to implement an effective coaching program. Practitioners and graduate students will find this book an excellent resource for planning intervention programs for students with executive skills deficits.”–Peter Farrell, PhD, CPsychol, FBPsS, Professor of Special Needs and Educational Psychology, University of Manchester, United Kingdom
“This is a unique and marvelous book that presents a useful coaching model for students with executive skills deficits, including those who have ADHD. It is the most informative, practical guide available on the topic. As with their other books, the authors have again produced a resource that is straightforward, well organized, easy to understand, and filled with strategies that can be readily implemented. The book will prove exceptionally useful not only for teachers, practitioners, and coaches, but also for graduate courses in education and in school, child clinical, and counseling psychology.”–Russell A. Barkley, PhD, ABPP, Department of Psychiatry, Medical University of South Carolina

“If coaching kids with executive skills deficits were a game of football, this book would be the playbook. Dawson and Guare provide both theory and the minute details of how to implement a coaching program. They synthesize cutting-edge research on learning and the brain into an accessible approach. The numerous handouts and clear instructions make the model very easy to start using immediately. As a student of child development and the brain, I strongly recommend this book.”–Thomas (Lee) Reynolds, MD, child and adolescent psychiatrist, North Canton, Ohio

“This book expands on an already-proven model and will be indispensable in my practice of clinical psychotherapy, school-based student support, and educational consultation. Executive skills deficits rarely occur in isolation, and unwinding these ever-building complexities to reengage a frustrated learner is difficult. Now there is a systematic and structured model that will help struggling students benefit from targeted support and develop new pathways for success. This resource represents hope for many children and their parents and teachers.”–Benjamin C. Hillyard, MEd, LCMHC, private practice, Exeter, New Hampshire

“This is a substantial resource for my school psychology practice, where I oversee graduate student interns who serve as coaches in our large, complex high school. This book gives the coaching role needed definition and direction, providing a well-thought-through, evidence-based series of sessions for students with skills deficits in time management, planning and prioritizing, and organization. This model has great benefit to the training needs of the intern/coaches as well. Dawson and Guare present a tidy marriage of coaching and executive skills that includes a complete system for implementation and dissemination.”–Suzanne Donnellan, PsyD, Psychologist, Brookline High School (Massachusetts); lecturer, Northeastern University

About the Author

Peg Dawson, EdD, is a staff psychologist at the Center for Learning and Attention Disorders at Seacoast Mental Health Center in Portsmouth, New Hampshire, where she specializes in the assessment of children and adults with learning and attention disorders. She is a past president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists, and the International School Psychology Association. Dr. Dawson is a recipient of the National Association of School Psychologists’ Lifetime Achievement Award.
Richard Guare, PhD, a neuropsychologist and board-certified behavior analyst, is Director of the Center for Learning and Attention Disorders at Seacoast Mental Health Center. He serves as a consultant to schools and agencies in programs for autism, learning and behavior disorders, and acquired brain injuries. Dr. Guare has presented and published research and clinical work involving attention, executive skills, and neurological disorders.

Product Details :

  • Series: Guilford Practical Intervention in Schools
  • Paperback: 240 pages
  • Publisher: The Guilford Press; (Lay Flat Paperback) edition (February 9, 2012)
  • Language: English
  • ISBN-10: 1462503756
  • ISBN-13: 978-1462503759
  • Product Dimensions: 10.5 x 8 x 0.5 inches

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