CERTIFICATE

Certificate for Coaching Adolescents with Learning and Attention Issues

8-Week Certificate for Parents and Educators

Beacon College’s Certificate for Coaching Adolescents with Learning and Attention Issues provides teachers, parents, consultants, counselors, and other qualified individuals with a theoretical and practical understanding of how to work effectively with this population of young adults.  The content of this program is based on the 30 plus years of experience educating young men and women with diagnosed learning disabilities.

In taking this certificate program, individuals who have an interest or are currently working with these young adults can develop a deeper awareness of the causes of conditions, manifestations of deficits, and concrete strategies and tools to combat areas of concern in a multitude of environments – such as their school, home, and community. 

The course is delivered asynchronously. It consists of seven, pre-recorded modules, reading assignments, written posts, and a capstone project.

Now Enrolling

Next cohort begins in April

Modules & Methodology

Studies include two weekly 60-minute pre-recorded modules, plus readings, discussion posts, capstone project, and access to weekly online meetings with faculty. Instructors include expert Beacon faculty and nationally recognized LD professionals. Studies lead to a certificate in coaching from Beacon College.

Benefits and Learning Objectives

Each graduate of this certificate program will:

  • Increase their understanding of the development of learning and attention issues from early childhood through adolescence
  • Connect how the profiles of adolescents with learning and attention issues perform in various environments (home, school, and community) to better inform future interventions
  • Identify short and long-term impacts for individuals with learning and attention issues (college, career, community involvement) to support the need for earlier and more proactive interventions.
  • Develop practical tools and strategies to employ at home, school, and in the community to improve the executive functioning, social, and emotional regulation skills of individuals with learning and attention issues.
  • Learn coaching techniques to develop a working relationship with adolescents as they navigate various developmental and educational milestones.
  • Conceptualize adolescent profiles to connect root symptoms of deficit behavior with necessary interventions to increase student performance in the home, school, and community.

Modules and Topics

The Certificate for Coaching Adolescents with Learning and Attention Issues provides teachers, parents, consultants, counselors, and other qualified individuals with a theoretical and practical understanding of how to work effectively with this population of young adults. In taking this certificate program, individuals who have an interest or are currently working with young adults with learning and attention issues can develop a deeper awareness of the causes of conditions, manifestations of deficits, and concrete strategies and tools to combat areas of concern in a multitude of environments (school, home, and community).

Session 1
How do learning and attention issues form?
The first session will explore the development of learning and attention issues through a broad understanding of causations (birth, trauma, comorbidity) and early developmental  milestone delays (ages 0-4).  
Tiffany Calderara, M.Ed.,
Learning Specialist and Academic Advisor, Beacon College 

Session 2
Early childhood education
Elementary-aged education (ages 5-10) will be reviewed in terms of early warning signs of learning and attention issues as it relates to concept mastery, skill development, language processing, and reading/writing skills
Barbara Munoz, Ed.S.
Learning Specialist and Academic Advisor, Beacon College

Session 1
ADHD: Inattentive Type v. Hyperactive Type v. Combined Type
Learn the diagnostic profiles of three-types of individuals with ADHD and how the symptomology manifests across environments.  Typical profiles will be explored to learn the early warning signs of ADHD.
Dr. Oksana Hagerty,
Director of the Center for Student Success, Beacon College

Session 2
ADHD: Early Interventions in Adolescent Developmental Years
Holistic intervention techniques will be explored that looks at common approaches to combat deficit areas for adolescents with attention issues.  Implications for school, home, and community will be looked at to better understand issues related to best practices 
Dr. Oksana Hagerty,
Director of the Center for Student Success, Beacon College

Session 1
Clinical implications of AD/HD: Psychiatric & Social Issues
Comorbidity is common with adolescents with AD/HD, impacting their mental health and social development.  Classic profiles will be explored that look at co-occurring issues including anxiety, depression, trauma, social pragmatics, and other related behavioral issues.
Matthew Morris-Wood, LCSW, LMFT
Central Florida Behavioral Health Provider

Session 2
Specific learning disorders and classic interventions for adolescents
Reading, conceptual thinking, writing, and other academic-based deficits impact the adolescent’s holistic development and success rate. Each specific learning disability will be explored with suggestions for differentiated approaches to interventions.
Dr. Brent Betit
Chief Operating Officer, Beacon College

Session 1
Trauma-informed care for adolescents with learning and attention issues
Participants will receive a foundational understanding of trauma and how embracing a trauma-informed approach for adolescents with learning and attention issues will contribute to higher levels of academic and personal success. Participants will learn the impact of trauma on the learning environment as well as how to recognize signs and symptoms of trauma in adolescents
Dana Manzo, M.S.,
Dean of Wellness and Student Development, Beacon College

Session 2
Designing robust SMART goals with a perspective on environmental issues and adolescent profiles
Elements of dialectical behavioral therapy will review to develop an understanding of goal setting, interplays of self-efficacy and emotional regulation, and competing factors (cognitive, environmental, relational) that could impact initiation of change.
Dana Manzo, M.S.,
Dean of Wellness and Student Development, Beacon College

Session 1
The pillars of executive functioning
Executive functioning is a series of skills necessary to manage daily life-based tasks.  The pillars of executive functioning will be explored with discussions of manifestations across various environments.
Dr. Sheldon Horowitz,
Retired Senior Advisor of Strategic Innovation, Research & Insights, NCLD

Session 2
The interplay of attention and learning issues on executive functioning
Individuals with learning and attention issues are prone to have more significant gaps in their executive functioning skills. Executive functioning will be further delved into through an understanding of how to provide compensatory strategies to enhance skill domains and daily functioning.
Dr. Sheldon Horowitz,
Former Senior Advisor of Strategic Innovation, Research & Insights, NCLD

Session 1
Meta-cognitive exercises to enhance your coaching     
Understanding the purpose behind an intervention is a key technique in advancing the goal of coaching.  Self-exploration, concepts of meta-cognition, and techniques to enhance your own understanding will be looked at to finesse your coaching abilities.
Alexander Morris-Wood, M. S.
Associate VP, Transition & Student Experience, Beacon College

Session 2
Future implications of coaching: Determining next steps
While immediate change may happen across various environmental domains, ensuring continued learning is occurring can elongate a coaching relationship and establish future goals to enhance adolescent development. Identifying post-session goals based on evaluative data of student engagement will be reviewed.
Alexander Morris-Wood, M. S.
Associate VP, Transition & Student Experience, Beacon College

The capstone project requires participants to explore a specific student’s learning issues, current manifestations, in their environment (school, community, home), and intervention attempts utilizing key aspects learned in the coaching program. The final project will bebroken down and participant will explore their “case” each week leading up to a video or paper presentation.

Meet Your Instructors

Rose DeJarnett

Rosemarie DeJarnett
Assistant Chair General Education & Distance Learning

B.S., Elementary Education
M.Ed., Reading Education

16 years working with students who learn differently and 5 years teaching online courses.

Mike Fallon

Michael S. Fallon
Business & Technology Department Coordinator

B.S., Business Administration
M.A., Marketing
M.A., Management & Leadership
M.S., Environmental Management

10 years working with students who learn differently and 8 years teaching online courses.

Nicki Nance

Dr. Nicoletta Nance
Associate Professor of Human Services & Psychology

B.A., Psychology
MS.Ed., Counseling
Ph.D., Human Services

12 years working with students who learn differently and 14 years teaching online courses.

Rick Davidson

Rick Davidson
Director of the Writing Center

A.A., English/Education
B.A., English Advanced Literary Studies
M.A., English Education

Jim Borden

James Borden
Director of Student Citizenship
Adjunct Instructor: Criminal Justice

B.A., History and Education
M.A., Criminal Justice

7 years working with students who learn differently and 3 years teaching online courses.

Brittany Strozzo

Brittany Strozzo
Assistant Professor/Assistant Chair
CIS Web & Digital Media

M.F.A., Graphic Design
M.A., Graphic Design & Visual Experience
M.A., Design Management
B.F.A., Graphic Design

4 years working with students who learn differently and 4 years teaching online courses.

Angel Maldonado

Angel Maldonado
Mathematics Instructor

M.Ed., K-8 Mathematics & Science
Ph.D. in progress, Mathematics Education

2 years working with students who learn differently and 2 years teaching online courses.

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