Coaching College Students with Executive Function Problems
Mary R. T. Kennedy
Foreword by McKay Moore Sohlberg
A Paperback Originale-bookprint + e-book
A Paperback Original
orderJune 12, 2017
ISBN 9781462531332
Price: $39.00 238 Pages
Size: 8" x 10½"
The reproducible materials can be downloaded and printed in PDF format.
“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.”
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—Tessa Hart, PhD, Scientist Emerita, Moss Rehabilitation Research Institute, Elkins Park, Pennsylvania
“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.”
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—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.”
![](https://www.guilford.com/images/new/spacer.gif)
—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.”
![](https://www.guilford.com/images/new/spacer.gif)
—Mary Vining Radomski, PhD, OTR/L, FAOTA, Senior Scientific Adviser, Courage Kenny Research Center, Minneapolis
![](https://www.guilford.com/images/new/spacer.gif)
—Tessa Hart, PhD, Scientist Emerita, Moss Rehabilitation Research Institute, Elkins Park, Pennsylvania
“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.”
![](https://www.guilford.com/images/new/spacer.gif)
—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.”
![](https://www.guilford.com/images/new/spacer.gif)
—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.”
![](https://www.guilford.com/images/new/spacer.gif)
—Mary Vining Radomski, PhD, OTR/L, FAOTA, Senior Scientific Adviser, Courage Kenny Research Center, Minneapolis