Description
Although executive function difficulties are often addressed in school-age children, there are few resources showing how to help these individuals when they are older. This book presents a dynamic coaching model that helps college students become self-regulated learners by improving their goal-setting, planning, time management, and organizational skills. Ideal for use with students with attention-deficit/hyperactivity disorder (ADHD), learning disabilities, acquired brain injury, and other challenges, Mary R. T. Kennedy's approach incorporates motivational interviewing and emphasizes practical problem solving. User-friendly features include numerous concrete examples, sample dialogues, and print and online resource listings. In a large-size format for easy photocopying, the book contains 21 reproducible forms. Purchasers get access to a Web page where they can download and print the reproducible materials for repeated use.
Chapter
List of Figures, Forms, and Tables
1. Executive Functions and Self-Regulation
What Are Executive Functions?
What Is Self-Regulation and How Is It Related to Executive Functions?
2. College Students with Executive Function Problems
College Students with Developmental Disabilities and Executive Function Problems
College Students with Acquired Brain Injury and Executive Function Problems
Appendix 2.1. What Disability Service Specialists Should Know about Concussion
3. Military Service Members and Veterans in College
Blasts, TBI, and the Wounds of War
Considering the Military Culture in an Educational Context
A Summary of Recommendations for Postsecondary Settings
Part II. Dynamic Coaching
4. A Dynamic Coaching Approach
Models for Coaching Students in Executive Functions
A Dynamic Approach to Coaching Self‑Regulation
Student Benefits Associated with Coaching
5. Information Gathering and Collaborative Planning
Questionnaires, Interviews, and Tests
Collaborative Planning: Translation, Goal Writing, Student Outcomes, and Individualized Plans
6. Coaching Self-Managementand Self-Learning: Goals–Strategies–Act–Adjust
Goal Setting in Self‑Learning
Goal Setting in Self‑Management
Strategizing for Self‑Learning
Strategizing for Self‑Management
Managing Ineffective Strategies
Taking Action: Tracking Strategies and Performance in Self-Learning and Self-Management
Adjustment: Strategy Usefulness and Next Steps
7. Coaching Self-Advocacy
What Coaches Need to Know about Self-Advocacy in College Students
Student Rights, Responsibilities, and Self-Advocacy Skills
Coaching Self-Advocacy Using the GSAA Approach
8. Coaching toward Independence
Tools That Foster Self-Coaching
Integrating Dynamic Coaching into Your Practice
Coaching College Students with Executive Function Problems
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