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Coaching College Students with Executive Function Problems
Mary R.T. Kennedy | Foreword by McKay Moore Sohlberg
Guilford Press / Softcover / 2017-06-01 / 1462531334
Special Education / Education
reg price: $46.95 our price: $ 39.91
238 pages
In Stock (Ships within one business day)

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.

Reviews:

"What an amazing resource! Kennedy's dynamic coaching model is presented in depth and accompanied by extensive hands-on advice. In addition to the insightful chapters containing helpful real-world examples, this volume is chock-full of ready-to-use forms, tables, and diagrams to assist the practitioner. There is a special chapter on working with service members and veterans. This unique book belongs on the shelves of everyone whose practice includes students or prospective students with cognitive impairments."--Tessa Hart, PhD, Director, Traumatic Brain Injury Clinical Research Laboratory, Moss Rehabilitation Research Institute

"Engaging and a pleasure to read. College campuses are struggling to figure out how to serve growing numbers of students with executive function problems. This is a highly useful guide for the many health care and disability providers who work on college campuses, as well as educators who train them."--Cynthia Fuller, PhD, Associate Director of Student Access, Disability Resource Center, University of Minnesota

"Kennedy is the go-to expert on executive functions in college students, and this book is a godsend. Her years of authentic experience and gift for coaching are evident. This is a valuable resource for implementing an efficient, practical coaching program for young adults who have a brain injury or any other type of executive function challenge."--Brenda Eagan Brown, MEd, traumatic brain injury educational consultant, Pennsylvania

"This well-crafted book provides theoretical and practical guidance to professionals who want to help students with executive dysfunction succeed in college. Kennedy combines extensive scholarly work and clinical experience to describe a dynamic coaching approach that supports students in self-assessing and problem solving to achieve their goals. The volume includes numerous tools, guides, and resources for rehabilitation professionals in higher education settings, where self-regulation and self-management skills are particularly important."--Mary Vining Radomski, PhD, OTR/L, FAOTA, Senior Scientific Adviser, Courage Kenny Research Center, Minneapolis


About the Author:

Mary R. T. Kennedy, PhD, CCC-SLP, is Professor and Chair of the Department of Communication Sciences and Disorders at Chapman University in Orange, California. She is a certified speech-language pathologist who has worked with individuals with acquired brain injury for many years. Board certified by the Academy of Neurologic Communication Disorders and Sciences (ANCDS), Dr. Kennedy is a Fellow of the American Speech-Language-Hearing Association and a recipient of the ANCDS Honors Award. She has been associate editor and guest editor for peer-reviewed journals on topics related to brain injury. Dr. Kennedy's research and more than 60 publications have focused on management of cognitive and language disorders after brain injury. Her current work documents common challenges facing college students with brain injury, and validates the usefulness of coaching that explicitly instructs students in self-regulation so as to support executive functions.

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