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In clear, step-by-step detail, this highly practical manual provides a research-based framework for strengthening executive functioning in children and adolescents. The book explains how executive skills develop in children and are used in everyday life--from the self-regulation required for responsible behavior to the planning and initiation abilities needed to complete homework on time. Guidelines are presented for conducting multimodal assessments and using the results to plan environmental modifications, individualized instruction, coaching, and whole-class interventions. Attention is also given to working with children with ADHD and other clinical problems in which executive skills are impaired. Many of the techniques described can be implemented by teachers and parents in collaboration with school-based clinicians. Designed in a large-size format with convenient, lay-flat binding, the manual includes over a dozen reproducible assessment tools, checklists, and planning sheets, ready to photocopy and use.

Tabla de contenidos provista por Syndetics

• 1. Overview of Executive Skills(p. 1)
• Developmental Trends(p. 2)
• Executive Skills and Brain Development(p. 2)
• Sequence of Development(p. 4)
• Developmental Tasks Requiring Executive Skills(p. 8)
• 2. Assessing Executive Skills(p. 11)
• Informal Assessment Measures(p. 12)
• Case History/Interview(p. 12)
• Classroom Observations(p. 14)
• Work Samples(p. 14)
• Behavior Checklists(p. 15)
• Behavior Rating Inventory of Executive Functions(p. 15)
• Brown ADD Scales--Adolescent Version(p. 16)
• Comprehensive Behavior Rating Scale for Children(p. 16)
• Child Behavior Checklist--Teacher Report Form(p. 16)
• Formal Assessment Measures(p. 16)
• NEPSY(p. 17)
• Porteus Mazes(p. 17)
• Matching Familiar Figures Test(p. 17)
• Trailmaking Tests(p. 17)
• Wisconsin Card Sorting Test(p. 17)
• Mesulam Tests of Directed Attention(p. 18)
• Conners Continuous Performance Test--II(p. 18)
• Delis--Kaplan Executive Function Scale(p. 18)
• Cognitive Assessment System(p. 18)
• Behavioral Observations with Formal Assessment Measures(p. 18)
• Self-Regulation of Affect(p. 18)
• Metacognition(p. 19)
• Goal-Directed Persistence(p. 19)
• Flexibility(p. 19)
• Sustained Attention(p. 19)
• Working Memory(p. 20)
• Response Inhibition(p. 20)
• Planning/Prioritization(p. 20)
• Time Management(p. 20)
• Organization(p. 20)
• Task Initiation(p. 20)
• Case Example(p. 21)
• Parent Interview/Developmental History Forms(p. 21)
• Teacher Interview(p. 21)
• Behavior Rating Scales(p. 22)
• Behavioral Observations(p. 22)
• Formal Assessment Results(p. 23)
• Conclusions(p. 23)
• Recommendations(p. 24)
• 3. Linking Assessment to Intervention(p. 25)
• 4. Interventions to Promote Executive Skills(p. 34)
• Strategy 1 Intervene at the Level of the Environment(p. 35)
• Changing the Physical or Social Environment(p. 36)
• Changing the Nature of the Task(p. 36)
• Changing the Way Cues Are Provided(p. 36)
• Changing the Way Adults Interact with Students(p. 37)
• Strategy 2 Intervene at the Level of the Person(p. 39)
• Home-School Collaboration(p. 44)
• Parental Support Unavailable(p. 44)
• Teacher Support Unavailable(p. 44)
• Interventions for Specific Executive Skill Deficits(p. 45)
• 5. Coaching Students with Executive Skill Deficits(p. 67)
• Step 1 Conduct a Goal-Setting Session(p. 69)
• Step 2 Hold Daily Coaching Sessions(p. 70)
• Building Coaching into the Student's Educational Program(p. 74)
• 6. Classroom-Wide Interventions(p. 76)
• Classroom Routines(p. 76)
• Classroom Rules(p. 77)
• Organizational Systems(p. 78)
• Integrating Executive Skill Development into Daily Instruction(p. 78)
• Variations on Coaching(p. 80)
• Goal Setting(p. 80)
• Group Coaching(p. 80)
• Reciprocal Coaching(p. 81)
• Caveats(p. 81)
• 7. Applications to Specific Populations(p. 83)
• Executive Skill Weaknesses in the Absence of a Recognized Disorder(p. 83)
• Disorders That Impact Executive Functioning(p. 84)
• Acquired Brain Injury(p. 84)
• Autism Spectrum Disorders(p. 84)
• Attention-Deficit/Hyperactivity Disorder(p. 84)
• Sleep Disorders and Sleep Deprivation(p. 85)
• Complicated Cases(p. 85)
• Concluding Comments(p. 87)
• Appendix(p. 91)
• Executive Skills Semistructured Interview--Parent Version(p. 93)
• Executive Skills Semistructured Interview--Teacher Version(p. 97)
• Executive Skills Semistructured Interview--Student Version(p. 101)
• Executive Skills: Planning Interventions(p. 107)
• Incentive Planning Sheet(p. 112)
• Behavior Contract(p. 113)
• Homework Checklist(p. 114)
• Long-Term Project Planning Sheet(p. 115)
• Homework Planning Sheet(p. 117)
• Desk Cleaning Checklist(p. 118)
• Chore Planning Sheet(p. 119)
• Changing Classes(p. 120)
• Classwork Planning Sheet(p. 121)
• Getting Ready to Go Home(p. 122)
• Daily Homework Planner(p. 123)
• References(p. 125)
• Index(p. 127)

Notas de autor provistas por Syndetics

Peg Dawson, EdD, is a licensed clinical school psychologist. Currently, she is a staff psychologist at the Center for Learning and Attention Disorders, an agency within Seacoast Mental Health Center in Portsmouth, New Hampshire
Richard Guare, PhD, a neuropsychologist, serves as Director of the Center for Learning and Attention Disorders in Portsmouth, New Hampshire