This case study examines Wendy G, a 23-year-old senior studying special education. She has a history of ADHD, anxiety, childhood illnesses, and bullying. Testing shows her cognitive abilities are average, with high verbal skills and low processing speed. Her academic achievement is average except for superior writing skills and low oral language skills. While she does not meet criteria for a specific learning disorder, she experiences impairments in attention, perceptual abilities, and processing speed that affect her learning. She is diagnosed with a learning disorder not otherwise specified and is recommended to continue accommodations and consider medication to address her attentional difficulties.

1. Case Study: Wendy G:
 Background
 Age 23
 Senior at KU, Special Ed major, 130+ hours
 Youngest of three
 Childhood illnesses
 Bullied in middle school
 Mother is cancer survivor
 History of ADHD, anxiety
 Medication
 504 accommodations
 Including post-secondary
1

2. KU Student Services
 18 months prior
2

3. “Summarv and Conclusions
 “Wendy is a 22-year, 9-month old Caucasian female who
was referred by the KU student disabilities resource center,
for an updated evaluation of her abilities and achievement.
The present evaluation shows that Wendy's cognitive
abilities fall into the average range, with high average
verbal skills, average perceptual reasoning skills and
working memory, and low average processing speed.
3

4. “Wendy's academic achievement compared to
similarly-aged peers falls into the average range,
with average math and reading skills, superior
written language skills, and low average oral
language skills.
4

5. The results of the present evaluation show that
Wendy does not currently meet the diagnostic
criteria for a specific learning disorder in any
particular academic area. However, she does
experience several significant symptoms and deficits
that interfere with her learning.
5

6. • Finally, Wendy exhibits symptoms of inattention, both
according to her and her mother. Wendy's report of these
inattention symptoms is consistent with behavioral
observations of her short attention span and break
requirements.
• Furthermore, her report of attention problems confirms prior
evaluations' conclusions that she did indeed met diagnostic
criteria as a child and continues to experience these
symptoms. Though this report of symptoms is somewhat
below the diagnostic requirements, she is still significantly
impaired. This is partially due to her utilization of the
accommodations she receives.
6

7. “Because she is able to meet expectations with
the help of these accommodations,
her symptoms are less problematic in her
academic work.
7

8. “Wendy's report, her mother's report, behavioral
observations and evaluation results, and her current
success with her educational accommodations suggest
that other key areas make learning success difficult for
Wendy.
First, she has a history of impairment with some specific
perceptual processes that make transferring visual
material from one space to another particular difficult for
her. This is further supported by her lower performance on
the Coding subtest of the WAIS-IV.
8

9. “Second, Wendy experiences low average processing
speed; she is very slow and deliberate in her work, making
tasks that require her to work under a time limit
particularly difficult. Both Wendy and her mother report
that she has learned to plan far in advance when working
on tasks so that she can finish them on time, and she
benefits from extended time on tests now.
9

10. “Third, while Wendy's reading achievement does fall
in the average range when compared to her age-
mates, when compared to grade-mates, she falls
below average in comprehension. While Wendy is
able to keep up with her peers, she seems to
require more time when reading.
10

11. “Additionally, Wendy exhibited a deficit in oral
language abilities, suggesting that she struggles to
manage verbal directions when that is the only
format they are presented in, despite her strength in
working with verbal materials.
11

12. Altogether, these functional impairments in
perceptual abilities, understanding nonverbal cues,
specific skill deficits, and attentional problems
equate impairment for Wendy in academic and
testing situations.
Because she has a disorder of learning that is not
confined to a specific area but still affects her
performance in some specific situations, a diagnosis
of Learning Disorder, Not Otherwise Specified is
recommended.
12

13. “Furthermore, Wendy has previously met the
Attention Deficit Hyperactivity Disorder diagnosis
and still continues to experience a range of
impairing symptoms that affect her academic work
and daily life management.
13

14. “While attention and learning struggles may pose
difficulties for Wendy's success, she has some
important strengths in her favor. First, she has clear
strengths in verbal and writing abilities.
Additionally, Wendy possesses a determined and
motivated work ethic that has helped her persevere
in the past and will continue to aid her in reaching
her academic and professional goals.
14

15. “Furthermore, Wendy has a strong support network
of friends and family that will continue to be
important in helping her succeed.
She does not exhibit symptoms consistent with any
other emotional or psychological disorders, and she
has successfully coped with several stressful life
events.
15

16. Cognitive 16

17. 17

18. 18

19. Dx/Rx 19

20. “Recommendations
“1. Wendy may wish to give a copy of this evaluation to staff at the
disabilities resource center to determine if she is eligible for any
additional supportive educational services from his school or for testing
accommodations.
[Ed – clearly cut and paste]
20

21. 2. Because Wendy has benefited from the following accommodations
and she continues to struggle with attention, perceptual processes,
and handwriting, it would be in her best interest to continue to have
these accommodations, including:
extended test taking time;
test-taking in smaller, quieter rooms;
note-taking help from classmates;
use of a laptop for note-taking and writing assignments; and
being allowed to forgo using "bubble" formatted tests and
responding in an alternate way.
21

22. “3. Should Wendy feel that her attentional
difficulties are increasingly difficult to control, she
should contact her physician or a psychiatrist to
explore medication options, as she may benefit from
pharmacological interventions as she did when she
was a child.
22

23. Myths
23

24. Somewhat True
 Myths have basis in historical facts
 ‘The World is Flat.’
 ‘The Sun Revolves Around the Earth.’
 ‘Witches Made of Wood’
 ‘Test scores = Learning’
 Myths help make confusing concepts easy to understand
 Even if wrong
 If I’m wrong …
 Email me with better research
24

25. 20 ADHD Myths
Origins:
 Fueled by medical model of illness, treatment, recovery.
 Huge $$ Involved
$250B Industry
Insurance reimbursement
25

26. Except
 Minimal evidence that ADHD kids are ill,
 Nor that medical treatment leads to recovery
26

27. Some Kids’ Brains Are Just Wired Differently
Actual:
 All kids’ brains are wired
differently
27
Myth or Fact?

28. Experts Now Have A Much More Sophisticated
Understanding
… of how a brain works, and which treatments most
effective.
Actual
 No agreement at the national level on definitions and
guidelines for mental health categories
APA conflict with NIMH
28
Myth or Fact?

29. Mental Health Obstacles Like ADHD And
Depression Are Caused By Chemical
Imbalances In The Brain
29
Myth or Fact?

30. Mental Health Obstacles Like ADHD And
Depression Are Caused By Chemical Imbalances
In The Brain
Actual:
 ‘Chemical imbalance’ is a marketing metaphor.
 Unlikely a chemically imbalanced brain would survive.
30

31. ADHD Is Caused By
 Parents
 Teachers
 Doctors
 Politicians
 Drug Companies
 Kids
31
Myth or Fact?

32. ADHD Is Caused By
Actual:
 Lacking a clear definition amongst experts, defining a
cause remains elusive
 Some experts define ADHD as a patient who responds
well to ADHD treatment.
Gualtieri, C. T., & Johnson, L. G. (2005). ADHD: Is
objective diagnosis possible?. Psychiatry
(Edgmont), 2(11), 44.
32

33. ADHD Occurs 3x More Often In Boys
Actual:
 Boys more likely ‘combined’ ADHD
Therefore noticed and diagnosed
 Girls more likely ‘inattentive’
Identified later
 Girls more likely misunderstood
33
Myth or Fact?

34. ADHD Rates Are Consistent Across North
America
34
Myth or Fact?

35. ADHD Rates Consistent?
Journal of the American Academy of Child and
Adolescent Psychiatry Volume 53, (January 2014)
35

36. Experts Create Treatment Plans For Doctors,
… using new discoveries invented by scientists
working drug companies’ labs.
Actual:
 Protocols exist, but vary by specialty
 And seldom followed in community care.
 Barkley, R. A. (2005). Attention-deficit hyperactivity
disorder: A handbook for diagnosis and treatment (Vol.
1). Guilford Press.
36
Myth or Fact?

37. ADHD Drugs May Lead To Addiction
Actual:
 College-age diversion to recreational use is problematic
 No proof of extreme addiction risk
Although mechanism is similar to cocaine
Note that meth still legal –
37® (methamphetamine hydrochloride)
Was frequently prescribed in the US through early
70s.
37
Myth or Fact?

38. Your Doctor Has Been Trained
… To Provide Long-Term Treatment To
Enhance Kids’ Well-Being
Actual:
 Pediatricians have minimal feedback on college students’
challenges
 Doctors workshops sponsored by pharmaceutical
companies
 Most doctors now employees
Paid per ‘encounter’ (ICD10)
38
Myth or Fact?

39. Doctors are Trained To Provide Medical
Solutions
… To identify non-medical problems like inefficient
learning skills
Actual:
 Most doctor visits for ADHD initiated by teacher complaint
 Doctors rely on teacher/parent behavior surveys
Miss non-behavioral elements
 Doctors often report feeling ‘pressured’
 Report feeling frustrated with ‘specialist’ evaluations
39
Myth or Fact?

40. MD’s Burnout Rate 40
Source:
Medscape 2014

41. Early Detection And Expert Medical
Treatment
… GUARANTEES MOST ADHD CHILDREN WILL SUCCEED
DESPITE THEIR ILLNESSES
41
Myth or Fact?

42. Medical Treatment Guarantees Most Will
Succeed?
Actual:
 “We had thought that children medicated longer would
have better outcomes. That didn’t happen to be the case.
 There were no beneficial effects, none.
 In the short term, [medication] will help the child behave
better, in the long run it won’t.
 And that information should be made very clear to
parents.”
MTA Investigator William Pelham, University at Buffalo
Daily Telegraph, “ADHD drugs could stunt growth, “ Nov. 12, 2007.
42

43. 1,379 Canadian Youth
 14 studies that lasted a minimum of three months,
Canadian investigators concluded that there is “little
evidence for improved academic performance” with
stimulants.
Source: R. Sachar, “Attention-deficit hyperactivity
disorder,” Canadian Journal of Psychiatry
47(2002):337-348.
43

44. 2005 Oregon Public Health
 In a 2005 review of 2,287 studies at Oregon Health and Science
University:
 “no good quality evidence on the use of drugs to affect
outcomes relating to
 global academic performance,
 consequences of risky behaviors,
 social achievements, etc.”
Source: McDonagh, “Drug class review on pharmacologic
treatment for ADHD,” 2006.
http://www.ohsu.edu/drugeffectiveness
44

45. 2012 New York Times
 “Attention-deficit drugs increase concentration in the short term,
which is why they work so well for college students cramming for
exams.
 But when given to children over long periods of times, they neither
improve school achievement nor reduce behavior problems
 . . . to date, no study has found any long-term benefit of attention-
deficit medication on academic performance, peer relationships, or
behavior problems, the very things we would want most to
improve.”
 --Alan Sroufe, professor emeritus of psychology at the University of
Minnesota
 Source: New York Times, “Ritalin Gone Wrong,” January 28, 2012.
45

46. 2013 Wall Street Journal
7/8/2013
46

47. In Support
 2012: Shire Pharmaceuticals funded a study, led by its medical director,
that reviewed studies of long-term outcomes (>2yrs) for ADHD.
 (Shire manufactures Vyvanse, Adderall XR and Intuniv)
 Reported 29 studies of favorable outcomes for treated ADHD in the
literature, on some measure or another, when compared to patients
who weren’t treated
 Vs. 20 reports of no benefit or worse outcomes for treated ADHD.
 Authors concluded: “Treatment for ADHD improved long-term
outcomes compared with untreated ADHD.”
 Source: M. Shaw. “A systematic review and analysis of long-term outcomes in attention deficit hyperactivity
disorder.” BMC Medicine10 (2012):99.
47

48. Girls With ADHD Fare Better Than Boys?
(MYTH)
48
Myth or Fact?

49. Girls With ADHD Versus Boys’ Outcomes
 Actual:
49

50. No Long Term Risks From ADHD Meds
ONCE A CHILD STOPS TAKING MEDS
50
Myth or Fact?

51. Actual:
 Stimulants can induce mania and psychosis
 In a Canadian study, six percent of ADHD children treated with stimulants
for an average of 21 months developed psychotic symptoms.
 In a study of 195 bipolar children, Demitri Papolos found that 65% had
“hypomanic, manic and aggressive reactions to stimulant
medications.”
 University of Cincinnati reported that 21 of 34 adolescent patients
hospitalized for mania had been on stimulants “prior to the onset of an
affective episode.”
 Source: Cherland, “Psychotic side effects of psychostimulants,” Canadian Journal of Psychiatry 44
(1999):811-13. Papolos, “Bipolar disorder, co-occuring conditions, and the need for extreme
caution before initiating drug treatment.” Bipolar Child Newsletter 1 (Nov. 1999). DelBello, “Prior
stimulant treatment in adolescents with bipolar disorder,” Bipolar Disorders 3 (2001):53-57.
51

52. The FDA Guarantees That A New Drug Is Safe
And Effective For Treating A Specific Illness
52
Myth or Fact?

53. The FDA Guarantees That A New Drug Is Safe
And Effective For Treating A Specific Illness
 Children on SSDI for mental health issues
53

54. The FDA Guarantees That A New Drug Is Safe
And Effective For Treating A Specific Illness
Actual:
 Long-Term Risks With SSRIs in Children
 Conversion to bipolar diagnosis.
 Apathy Syndrome
 Cognitive Impairment
 Sexual dysfunction in adulthood
 Source: Faedda, “Pediatric onset bipolar disorder,” Harvard Review of
Psychiatry 3 (1995):171-95. Geller, “Bipolar disorder at prospective follow-up
of adults who had prepubertal major depressive disorder,” Amer J of
Psychiatry 158 (2001):125-7.
54

55. The SSRI-to-Bipolar Pathway
 In first pediatric trial of Prozac, 6% of treated children suffered a
manic episode; none in placebo group.
 In study of antidepressant-induced mania for all ages, Yale
University investigators found the risk highest in those under 13
years of age.
 Harvard University researchers find that 25% of children
treated for depression convert to bipolar within four years.
 Washington University researchers report that within 10 years, 50%
of prepubertal children treated for depression convert to bipolar
illness.
 Source: Emslie, “A double-blind, randomized, placebo-controlled trial of fluoxetine in children and
adolescents with depression,” Arch of General Psychiatry 54 (1997):1031-37. Martin, “Age effects on
antidepressant-induced manic conversion,” Arch of Pediatrics & Adolescent Medicine 158 (2004):773-80.
Faedda, “Pediatric onset bipolar disorder,” Harvard Review of Psychiatry 3 (1995): 171-95. Geller, “Bipolar
disorder at prospective follow-up of adults who had prepubertal major depressive disorder,” Amer J of
Psychiatry 158 (2001):125-7.
55

56. Nonprofit Groups Serve As Watchdogs To
Protect The Interests Of Children And Families
 For example, CHADD and NAMI
Actual:
 CHADD initially chartered with grant from industry
receiving $18mil in funding last five years
At least $5 million from directors
Source IRS 990 for 2012
56
Myth or Fact?

57. In-School Options
57

58. Schools Are Required By Law To Provide ‘504’
Accommodations To Kids With Documented Health
Issues, Including ADHD.
 True
 Examples
Extra time on tests
Shortened homework assignments
Tests read out loud
Preferential seating near teacher
58
Myth or Fact?

59. 504 Accommodations Have Been Proven To
‘Level The Playing Field’ For Kids With
Learning Issues
59
Myth or Fact?

60. Effect Sizes
 27 review articles
149 strategies
111 related to ADHD symptoms
68 accommodations (vs mods or Rx)
 To analyze 201 studies for ES
 9 accommodations
Harrison, J. R., Bunford, N., Evans, S. W., & Owens, J. S. (2013).
Educational Accommodations for Students With Behavioral
Challenges A Systematic Review of the Literature. Review of
Educational Research, 83(4), 551-597.
60

61. 61

62. 62

63. ADHD Students Benefit From 504
Accommodations
Actual:
 “Multiple accommodations are being recommended without any
evidence of effectiveness. This approach
 … costs students in terms of their potential long-term outcomes,
 … costs teachers' effort and time providing services unlikely to work, and
 … costs districts and communities the resources used to provide these
strategies
 Harrison, J. R., Bunford, N., Evans, S. W., & Owens, J. S. (2013). Educational
Accommodations for Students With Behavioral Challenges A Systematic Review of the
Literature. Review of Educational Research, 83(4), 551-597.
63

64. Classroom Teachers Are Trained In The Pros
And Cons Of The Long Term Use Of Stimulant
Meds …
64
Myth or Fact?

65. Classroom Teachers And Reading Specialists
Receive Extensive Training In Developmental
Neuroscience
Actual:
 1 reference to cognitive skills in 1 course offered by KU
School of Education in 2014.
 New teachers themselves now graduating from an
education system that values nothing more than
improving test scores
 Historic fad of ‘Brain-based learning’
Workshop information simplistic to wrong
Veteran teachers/administrators tend to dismiss
65

66. Review Wendy’s Report
66

67.  The present evaluation shows that Wendy's cognitive abilities fall
into the average range,
with high average verbal skills,
average perceptual reasoning skills
and working memory,
and low average processing speed.
67

68. Cognitive 68

69. The results of the present evaluation show that
Wendy does not currently meet the diagnostic
criteria for a specific learning disorder in any
particular academic area. However, she does
experience several significant symptoms and deficits
that interfere with her learning.
69

70. T-Scores 70

71. 71

72. • Though this report of symptoms is somewhat below the
diagnostic requirements, she is still significantly impaired.
• This is partially due to her utilization of the
accommodations she receives.
• Because she is able to meet expectations with the help of
these accommodations, her symptoms are less
problematic in her academic work.
72

73.  …. her current success with her educational accommodations
suggest that other key areas make learning success difficult for
Wendy.
 First, she has a history of impairment with some specific
perceptual processes that make transferring visual material
from one space to another particular difficult for her.
 Second, Wendy experiences low average processing speed;
she is very slow and deliberate in her work, making tasks that
require her to work under a time limit particularly difficult.
 … and she benefits from extended time on tests now.
73

74.  …. her current success with her educational accommodations
suggest that other key areas make learning success difficult for
Wendy.
 First, she has a history of impairment with some specific
perceptual processes that make transferring visual material
from one space to another particular difficult for her.
 Second, Wendy experiences low average processing speed;
she is very slow and deliberate in her work, making tasks that
require her to work under a time limit particularly difficult.
 … and she benefits from extended time on tests now.
74

75.  Third, … she seems to require more time when reading.
 Additionally, Wendy exhibited a deficit in oral language
abilities, suggesting that
 … she struggles to manage verbal directions when that is
the only format they are presented in,
 … despite her strength in working with verbal materials.
75

76.  Altogether, these functional impairments in perceptual
abilities, understanding nonverbal cues, specific skill
deficits, and attentional problems
 equate impairment for Wendy in academic and testing
situations.
 … a diagnosis of Learning Disorder, Not Otherwise
Specified is recommended.
 … previously met the Attention Deficit Hyperactivity
Disorder diagnosis and still continues to experience a
range of impairing symptoms that affect her academic
work and daily life management.
76

77.  Altogether, these functional impairments in perceptual
abilities, understanding nonverbal cues, specific skill
deficits, and attentional problems
 equate impairment for Wendy in academic and testing
situations.
 … a diagnosis of Learning Disorder, Not Otherwise
Specified is recommended.
 … previously met the Attention Deficit Hyperactivity
Disorder diagnosis and still continues to experience a
range of impairing symptoms that affect her academic
work and daily life management.
77

78. • While attention and learning struggles may pose
difficulties for Wendy's success, she has some important
strengths in her favor. First, she has clear strengths in
verbal and writing abilities.
• Additionally, Wendy possesses a determined and
motivated work ethic that has helped her persevere in the
past and will continue to aid her in reaching her academic
and professional goals.
78

79.  She does not exhibit symptoms consistent with any other
emotional or psychological disorders, and she has
successfully coped with several stressful life events.
79

80. Dx/Rx 80

81. Recommendations
1 .. copy of this evaluation to staff at the disabilities resource center to determine if she is
eligible for any additional supportive educational services from his school
or for testing accommodations.
2. Because Wendy has benefited … and she continues to struggle with attention,
perceptual processes, and handwriting,
it would be in her best interest to continue to have these accommodations, including:
 extended test taking time;
 test-taking in smaller, quieter rooms;
 note-taking help from classmates;
 use of a laptop for note-taking and writing assignments; and
 being allowed to forgo using "bubble" tests
81

82. 3. Should Wendy feel that her attentional difficulties are
increasingly difficult to control, she should contact her
physician or a psychiatrist to explore medication options, as
she may benefit from pharmacological interventions as she
did when she was a child.
82

83. 2 ½ Semesters Later 83

84. Clinical Supervisor Concerns
 “Needs much guidance for teaching; spent a large amount
of time gathering materials and going over things with
Wendy
 “Hard time remembering things
 “Procedures and routines are hard for her
 “Difficulty seeing the big picture-how everything we do in
the classroom is connected
84

85.  “Didn't have materials done when said she was going to;
 “Parents asking why lesson plans were not posted
 “Forgets a lot of what was discussed
 “Needs prompts constantly
 “When teaches something, often has to be re-taught
85

86.  “Not an independent thinker
 “Classroom management is a concern
 “Concerns with treatment of some students that Wendy
feels are not showing her respect
 “Constantly does same instructional strategies over and
over-does not vary
86

87.  “Wastes a lot of instructional time
 “Not always prepared
 “Concerns about Wendy taking over the full class
 “Not aware of surroundings and location of things
 “Not connecting the "why" you are doing things
87

88.  “Spent a lot of time with her and Wendy still is not
prepared or forgets the elements of the discussion
 “Little initiative
 “Must be hand fed everything and has difficulty thinking
on her own
 “No original ideas
88

89.  “Does not do much with the resources provided
 “False sense of success
89

90. Positives
 “Wendy is trying very hard.
 “She does have a difficult time remembering everything. She is trying to
think through --write more down to practice- so that she can have more
eye contact and the lesson will flow a little more naturally.
 “She is eager to try things and this class is exceptionally polite and well-
behaved, so they really do listen well for her.
 “Making decisions --about pacing, about what to cut and what to add,
about what would be interesting for the children and would hold their
attention well --are difficult for her. She really does best if she knows
exactly what to do and has, perhaps had it modeled for her.
90

91.  “She seems very bright in many ways. Hopefully, some
practice will make her feel more comfortable.
91

92. Children on SSDI for mental health issues 92

93. Time for Good News
93

94. 94
 Channel 9 video here

95. Eudaimonia Wellbeing
 Vs hedonic wellbeing
 C. D. Ryff
1. Autonomy
2. Personal growth
3. Self-acceptance
4. Purpose in life
5. Environmental mastery
6. Positive relations with others.
95

96. SCOPES Study Skills Coaching
96

97. Unique SCOPES Factors
 Coactive
 Target clients’ perceived
challenges
 Using clients’ existing
strengths*
 To seek epicenter of clients’
emotional energy and
authenticity
 By providing framework
 Through non-judgmental
Socratic interaction
 Didactic
 Predetermined optimal
outcomes
 Prevention (or
remediation) of failures
 To win
 By “expert” efficacy
analysis
 And enforcing clients’
compliance
* - We consider one’s capacity for growth a strength (vs a rationale for avoidance)
97

98. SCOPES ROOTS
 Harvard in-house ADHD student support model (Safren)
 Adapted to coaching model grades 6 and up
Alpha test in paper/pencil format (4/12)
Rollout online screening format (9/12)
98

99. CURRENT OPERATING MODEL
 Phase 1: Prescreening Risk Factors
 Grades 6-12: parents’ survey --- College: self-survey
 Online, self-scoring
 High comorbidity low EF with LD, ADHD, RD, GAD
 Phase 2: Online students self-assess academic strengths
and challenges
 Phase 3: Weekly coactive coaching
 Typically requires 60-90’ per week (more at startup)
 Phase 4: Clients determine support levels
99

100. Phase 1 (grades 6-12):
 Parents’ prescreening
 Online
 10-15 minutes
 Self-scoring (autoreply)
 Screening results: Green, yellow, red lights
Discourage Red Lights from continuing with SCOPES
 High comorbidity low EF with
 LD, ADHD, RD, GAD, etc
 Refer highest risk to appropriate MHP
100

101. Phase 1 (College):
 Students self-screen and self-score
 Similar narrative for red/yellow/green
Presume self-care for referral follow through
101

102. Phase 2: Strengths Profile
 Students Self-assess
 Online survey
 Strengths and challenges
Overweighted to planning and mindset topics
Underweighted to content-specific concerns (eg math)
 Client option to analyze and coach at home
$39 fee*
 Option for Heartscope Analysis Support ($99)
* Fee currently waived to promote data collection
102

103. Phase 3: Weekly Coactive Coaching
 Typically requires 60-90’ per week
Although startup sessions often longer
 Parents’ option to implement at home
No additional fees … (Future intention to promote blog and e-zine
support)
 In-house coaching option (local clients)
Weekly 1:1 coach-client sessions
Meet at Heartscope
Parent(s) present session 1 only
Students self-report results of subsequent sessions
Session 1: ‘Roles Agreement’ signed, parent, student coach
Clarifying no homework help
103

104. Phase 4: Clients Self-Sufficient
 Clients determine support level required
Session frequency
Topics
Envision future options for online support
Email … Text … Skype
Envision future ‘Pay-it-Forward’
SCOPES recipients encouraged to coach younger
students and/or peers.
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105. Sample Activity: 6 Sources of Motivation 105

106. Long-term Heartscope Goals
1. SCOPES available to all college students nationally
 Effective
 Affordable
 Expanding evidence base
 Collaborative relationships with other local student support service
providers
2. Income stream funds research for SCOPES interventions
 Middle/High school … Full SES range … Innovative parent support options
3. SCOPES catalyzes fundamental change
 Higher % college entrants graduate in 4 years
 Qualitatively better personal student experiences
 Improved self-regulation and self-appraisal in new graduates
 Greater productivity and economic benefit to students and community
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107. Short Term ESU Options
1. On-campus student coaching
2. Emporia-area middle/high school coaching
3. Direct-coach model
4. Train the trainer model
 Grad students oversee
 Peer coach development
 Parent coach development
 (clarify teachers as coaches…)
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108. tom@kcbrain.org
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