Introduction. Acknowledgments. Section I. High-Quality Coaching. Chapter 1. Introduction to Educational Coaching. Chapter 2. Autism Spectrum Disorder: What Effective Coaches and Teachers Need to Know. Chapter 3. Educational Coaching: A Review of Models and Methods. Chapter 4. Key Attributes of Effective Coaching. Chapter 5. High-Quality Coaching: A Framework. Section II. Using High-Quality Coaching in Planning Instruction for Students With Autism Spectrum Disorder. Chapter 6. Using High-Quality Coaching to Support Collaborative Teaming. Chapter 7. Using High-Quality Coaching to Support the Assessment of Student Need and Instructional Planning. Chapter 8. Using High-Quality Coaching to Support the Selection of Skills for Instruction and Monitoring Student Progress. Section III. Using High-Quality Coaching to Deliver Effective Programming for Students With Autism Spectrum Disorder. Chapter 9. Using High-Quality Coaching to Support the Delivery of Effective Instruction. Chapter 10. Coaching the Instruction of Social Communication Skills. Chapter 11. Using High-Quality Coaching to Support Teachers in Addressing Behavioral Issues for Students With ASD. Chapter 12. Transition Planning and Coaching: Using a Life Course Outcome Mapping Approach. Chapter 13. Embedding High-Quality Coaching at the District Level: Establishing a Network of Coaches. Index.
Introduction. Acknowledgments. Section I. High-Quality Coaching. Chapter 1. Introduction to Educational Coaching. Chapter 2. Autism Spectrum Disorder: What Effective Coaches and Teachers Need to Know. Chapter 3. Educational Coaching: A Review of Models and Methods. Chapter 4. Key Attributes of Effective Coaching. Chapter 5. High-Quality Coaching: A Framework. Section II. Using High-Quality Coaching in Planning Instruction for Students With Autism Spectrum Disorder. Chapter 6. Using High-Quality Coaching to Support Collaborative Teaming. Chapter 7. Using High-Quality Coaching to Support the Assessment of Student Need and Instructional Planning. Chapter 8. Using High-Quality Coaching to Support the Selection of Skills for Instruction and Monitoring Student Progress. Section III. Using High-Quality Coaching to Deliver Effective Programming for Students With Autism Spectrum Disorder. Chapter 9. Using High-Quality Coaching to Support the Delivery of Effective Instruction. Chapter 10. Coaching the Instruction of Social Communication Skills. Chapter 11. Using High-Quality Coaching to Support Teachers in Addressing Behavioral Issues for Students With ASD. Chapter 12. Transition Planning and Coaching: Using a Life Course Outcome Mapping Approach. Chapter 13. Embedding High-Quality Coaching at the District Level: Establishing a Network of Coaches. Index.
Joshua K. Harrower, PhD, BCBA-D, is the Lawton Love Distinguished Professor of Special Education in the Department of Teacher Education at California State University, Monterey Bay. He coordinates the special education credential programs and the certificate program in behavior analysis. Dr. Harrower received his doctoral degree from the University of California, Santa Barbara, and has more than 20 years of experience conducting research, working with school districts, and directing state and federally funded projects in the delivery of professional development, as well as preservice preparation of education personnel in the area of evidence-based instruction and behavior supports for students with autism spectrum disorder. His grant writing has resulted in more than $5 million in funding for personnel development and school climate transformation projects. Dr. Harrower's primary areas of scholarly interest include positive behavior interventions and support, autism spectrum disorder, applied behavior analysis, and pivotal response treatment. ===================================================================== Louis G. Denti, PhD, is a professor in special education at California State University, Monterey Bay, where he coordinates the master of arts in education program and teaches graduate level courses. Dr. Denti serves as an educational consultant to school districts on inclusion, collaboration/co-teaching, effective instruction, and classroom management. He is nationally known for his presentations and publications. He is the recipient of the prestigious Annie Glenn National Leadership award named for Annie Glenn, wife of former astronaut and Senator John Glenn. Dr Denti's professional interests include response to intervention, co-teaching, curriculum and instruction for students with mild to severe disabilities, and classroom/behavior management. He has been on special education review teams at the local, regional, state, and international levels. ===================================================================== Marcia Weber-Olsen, PhD, CCC-SPL, is a consultant/coach for school teams and families of students with autism spectrum disorder (ASD) and social communication disorders. She received her doctoral training from the University of Kansas and began a teaching and clinical research career with university faculty positions in communicative disorders and sciences in Michigan, Texas, and California. She currently is guest faculty for California State University, Monterey Bay. Dr. Weber-Olsen recently retired from the Monterey County Special Education Local Plan Area, where she served as professional trainer, classroom consultant, and coach in autism spectrum and communication disorders, as well as administrated an academic and clinical preparation program in speech-language pathology for teachers returning to special education. Her interests are in helping children with all communication disabilities and students with ASD succeed.
Joshua K. Harrower, PhD, BCBA-D, is the Lawton Love Distinguished Professor of Special Education in the Department of Teacher Education at California State University, Monterey Bay. He coordinates the special education credential programs and the certificate program in behavior analysis. Dr. Harrower received his doctoral degree from the University of California, Santa Barbara, and has more than 20 years of experience conducting research, working with school districts, and directing state and federally funded projects in the delivery of professional development, as well as preservice preparation of education personnel in the area of evidence-based instruction and behavior supports for students with autism spectrum disorder. His grant writing has resulted in more than $5 million in funding for personnel development and school climate transformation projects. Dr. Harrower's primary areas of scholarly interest include positive behavior interventions and support, autism spectrum disorder, applied behavior analysis, and pivotal response treatment. ===================================================================== Louis G. Denti, PhD, is a professor in special education at California State University, Monterey Bay, where he coordinates the master of arts in education program and teaches graduate level courses. Dr. Denti serves as an educational consultant to school districts on inclusion, collaboration/co-teaching, effective instruction, and classroom management. He is nationally known for his presentations and publications. He is the recipient of the prestigious Annie Glenn National Leadership award named for Annie Glenn, wife of former astronaut and Senator John Glenn. Dr Denti's professional interests include response to intervention, co-teaching, curriculum and instruction for students with mild to severe disabilities, and classroom/behavior management. He has been on special education review teams at the local, regional, state, and international levels. ===================================================================== Marcia Weber-Olsen, PhD, CCC-SPL, is a consultant/coach for school teams and families of students with autism spectrum disorder (ASD) and social communication disorders. She received her doctoral training from the University of Kansas and began a teaching and clinical research career with university faculty positions in communicative disorders and sciences in Michigan, Texas, and California. She currently is guest faculty for California State University, Monterey Bay. Dr. Weber-Olsen recently retired from the Monterey County Special Education Local Plan Area, where she served as professional trainer, classroom consultant, and coach in autism spectrum and communication disorders, as well as administrated an academic and clinical preparation program in speech-language pathology for teachers returning to special education. Her interests are in helping children with all communication disabilities and students with ASD succeed.
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