Executive skills in children and adolescents/
Executive skills in children and adolescents/
Dawson, Peg
- New York: Guilford, 2010.
- 224p.
List of Figures and Tables
1. Overview of Executive Skills
Developmental Trends 2
Executive Skills and Brain Development 2
Sequence of Development 5
Developmental Tasks RecjuiriiiK Executive Skills 9
2. Assessing Executive Skills
Is There a Place for the Use of Formal Assessment Measures? 13
Components of the Assessment Process 14
Informal A.ixessnu'iit Measiircn 15
Behavior Checklislx 17
Ai-se.ssmcnt Rubrics 19
Formal Assessment iMeasiires 19
Pulling the Assessment Process Together 23
Conclusion 29
3. Linking Assessment to Intervention
Developing Behavioral Ohjectives and Measuring Intervention Effectiveness 33
Case Example 35
Parent InterviewlDevelopmental History Forms 35
Teacher Interview 36
Behavior Rating Scales 36
Behavioral Observations 37
Formal Assessment Results 37
Conclusions 38
Recommendations 38
Fitting Executive Skills Development to RTI 45
4. Interventions to Promote Executive Skills
Strategy J: Intervene at the Level of the Environment 50
Changing the Physical or Social Environment 51
Changing the Nature of the Task 52
Ch(iufi,iiifi the Cues Are Provided 54
Chmtginp, the Way Adults Interact with Students 55
Stratej^y 2: Intervfiie at tlio Li'V'el "I tlic IVrsoii oS
Teaching the Skill 51)
Teaching Whole-Class Routines 01
Other Model Teaching Routines 02
Motivating Children to Use Executive Skills 05
lloinc-School Collahoration 71
Parental Support Unavailahle il
Teacher Support Unavailahle 71
Self'-ManaSL'iia*iil/Sfir-rit".Uiilatin: Pulling It Ail Together <-
5. Specific Teaching Routines to Promote Executive Skills Development 75
Index olTeachlng Routines 77
1 Getting Readv to Begin the Day 78 ,,r ;• ,f to
Executive Skills Addressed: Task Initiation, Sustained Attention, M orking Meinoi ij i8
Modifications for Whole-Class Use iD
Modifications for Secondary-Level Classrooms /.
foltlrMrAl/nW r«,k MlUh,,. \Vo,H„s Me,,wry.
Organization 7-9
Modifications for Whole-Class Use 80
Modifications for Secondary-Level Classrooms 80
3 Homework Colleetion Routine 81
Executive Skill Addressed: Working Memory 81
4 Teaching Students to Make Homework Plans 81
Skills Addressed: Task Initiation, Sustained Attention, Planning,
Time Management, Metacognition 81
5. Teaching Students I low to Pay Attention 82
Executive Skill Addressed: Sii.stained Attention
Modifications for Secondary-Level Classrooms 83
(i. Desk-Cleaning Routine 83
Executive Skill Taught: Organization S3
^ Task Initiation, Sii.stained Attention, Planning, Organization,
Time Management, Metacognition ^ 84
Modificationsfor Whole-Class Use 8o
For Students with More Significant Writing Inipairnient.s 66
Additional Resources 86
"■ S„Ml„rd A,
Time Management, Metacognition 8.
Modifications for Whole-Cdass Use 88
Modif cations fir Secondary-Level Clas.srooms 88
" r„rk
I'ime Management, Metacognition 88
ifications for Whole-Class Use 69
. .nf cations for Secondary-Level Classrooms
10. Organizing Notebook.s/Home\voik 90
Executive SkiUs Addressed: Organization, Task Initiation 90
Modifications for Whole-Class Use orfor Use in Secondary-Level Classrooms 91
11. Managing Open-Ended Tasks 91
Executive Skills Addressed: Emotional Control, Flexibility, Metacognition 91
12. Teacliing Students How to Take Notes 92
Executive Skills Addressed: Organization, Metacognition 92
Note-Taking Strategy 1: Cornell Method 93
Note-Taking Strategy 2: Concept Mapping 93
Modifications for Whole-Class Use 94
13. Learning to Manage Effortiul Tasks 95
Executive Skills Addressed: Task Initiation, Sustained Attention 95
Modifications for Whole-Class Use 96
14. Learning to Control One's Temper 97
Executive Skills Addressed: Emotional Control, Response Inhibition, Flexibility 97
Practicing the Procedure 98
Modifications/Adjustments 98
Modifications for Whole-Class Use 99
15. Learning to Control Impulsive Behavior 99
Executive Skills Addressed: Response Inhibition, Emotional Control 99
Modifications/Adjustments 100
Modifications for Whole-Class Use 100
16. Learning to Manage An.viety 101
Executive Skills Addressed: Emotional Control, Flexibility 101
Modifications/Adjustments 103
17. Managing Changes in Plans or Schedules 103
Executive Skills Addressed: Emotional Control, Flexibility 103
18. Learning Not to Cry over Little Things 104
Executive Skills Addressed: Emotional Control, Flexibility 104
Modifications/Adjustments 105
19. Learning to Solve Problems 105
Executive Skills Addressed: Metacognition, Flexibility, Planning 105
Modifications jor Whole-Class Use 106
6. Interventions for Specific Executive Skills Domains
7. Coaching Students with Executive Skills Deficits
Coaching Overview 132
Step I: Conduct a Goal-Setting Session 132
Step 2: Hold Daily Coaching Sessions 134
Building Coaching into the .Students Educational I rogiain 138
Evidence of Coaching Efficacy 139
Peer Coaching 140
8. Executive Skills Interventions
within a Response-to-Intervention Framework
The Universal Level 143
The Targeted Level 147
The Intensive Level 148
Makinj^ Decisions Regarding E!igil)ilily for Tier 2 Intervention 148
Guidelines for Progress Monitoring 150
9. Applications to Specific Populations
Executive Skills Weaknesses in the A!>sencc of a Recognized Disorder 153
Disorders That Impact Executive Functioning 154
Attention-Di^ficit/HyperacHcilij Disorder 154
Aulistn Spectrum Disorders 156
Acquired Brain InJurtj 156
Other Populations 157
Com plicated Cases 158
Implications for Intervention 160
10. Planning for Transitions
9781606235713
155.413 / DAW/E
List of Figures and Tables
1. Overview of Executive Skills
Developmental Trends 2
Executive Skills and Brain Development 2
Sequence of Development 5
Developmental Tasks RecjuiriiiK Executive Skills 9
2. Assessing Executive Skills
Is There a Place for the Use of Formal Assessment Measures? 13
Components of the Assessment Process 14
Informal A.ixessnu'iit Measiircn 15
Behavior Checklislx 17
Ai-se.ssmcnt Rubrics 19
Formal Assessment iMeasiires 19
Pulling the Assessment Process Together 23
Conclusion 29
3. Linking Assessment to Intervention
Developing Behavioral Ohjectives and Measuring Intervention Effectiveness 33
Case Example 35
Parent InterviewlDevelopmental History Forms 35
Teacher Interview 36
Behavior Rating Scales 36
Behavioral Observations 37
Formal Assessment Results 37
Conclusions 38
Recommendations 38
Fitting Executive Skills Development to RTI 45
4. Interventions to Promote Executive Skills
Strategy J: Intervene at the Level of the Environment 50
Changing the Physical or Social Environment 51
Changing the Nature of the Task 52
Ch(iufi,iiifi the Cues Are Provided 54
Chmtginp, the Way Adults Interact with Students 55
Stratej^y 2: Intervfiie at tlio Li'V'el "I tlic IVrsoii oS
Teaching the Skill 51)
Teaching Whole-Class Routines 01
Other Model Teaching Routines 02
Motivating Children to Use Executive Skills 05
lloinc-School Collahoration 71
Parental Support Unavailahle il
Teacher Support Unavailahle 71
Self'-ManaSL'iia*iil/Sfir-rit".Uiilatin: Pulling It Ail Together <-
5. Specific Teaching Routines to Promote Executive Skills Development 75
Index olTeachlng Routines 77
1 Getting Readv to Begin the Day 78 ,,r ;• ,f to
Executive Skills Addressed: Task Initiation, Sustained Attention, M orking Meinoi ij i8
Modifications for Whole-Class Use iD
Modifications for Secondary-Level Classrooms /.
foltlrMrAl/nW r«,k MlUh,,. \Vo,H„s Me,,wry.
Organization 7-9
Modifications for Whole-Class Use 80
Modifications for Secondary-Level Classrooms 80
3 Homework Colleetion Routine 81
Executive Skill Addressed: Working Memory 81
4 Teaching Students to Make Homework Plans 81
Skills Addressed: Task Initiation, Sustained Attention, Planning,
Time Management, Metacognition 81
5. Teaching Students I low to Pay Attention 82
Executive Skill Addressed: Sii.stained Attention
Modifications for Secondary-Level Classrooms 83
(i. Desk-Cleaning Routine 83
Executive Skill Taught: Organization S3
^ Task Initiation, Sii.stained Attention, Planning, Organization,
Time Management, Metacognition ^ 84
Modificationsfor Whole-Class Use 8o
For Students with More Significant Writing Inipairnient.s 66
Additional Resources 86
"■ S„Ml„rd A,
Time Management, Metacognition 8.
Modifications for Whole-Cdass Use 88
Modif cations fir Secondary-Level Clas.srooms 88
" r„rk
I'ime Management, Metacognition 88
ifications for Whole-Class Use 69
. .nf cations for Secondary-Level Classrooms
10. Organizing Notebook.s/Home\voik 90
Executive SkiUs Addressed: Organization, Task Initiation 90
Modifications for Whole-Class Use orfor Use in Secondary-Level Classrooms 91
11. Managing Open-Ended Tasks 91
Executive Skills Addressed: Emotional Control, Flexibility, Metacognition 91
12. Teacliing Students How to Take Notes 92
Executive Skills Addressed: Organization, Metacognition 92
Note-Taking Strategy 1: Cornell Method 93
Note-Taking Strategy 2: Concept Mapping 93
Modifications for Whole-Class Use 94
13. Learning to Manage Effortiul Tasks 95
Executive Skills Addressed: Task Initiation, Sustained Attention 95
Modifications for Whole-Class Use 96
14. Learning to Control One's Temper 97
Executive Skills Addressed: Emotional Control, Response Inhibition, Flexibility 97
Practicing the Procedure 98
Modifications/Adjustments 98
Modifications for Whole-Class Use 99
15. Learning to Control Impulsive Behavior 99
Executive Skills Addressed: Response Inhibition, Emotional Control 99
Modifications/Adjustments 100
Modifications for Whole-Class Use 100
16. Learning to Manage An.viety 101
Executive Skills Addressed: Emotional Control, Flexibility 101
Modifications/Adjustments 103
17. Managing Changes in Plans or Schedules 103
Executive Skills Addressed: Emotional Control, Flexibility 103
18. Learning Not to Cry over Little Things 104
Executive Skills Addressed: Emotional Control, Flexibility 104
Modifications/Adjustments 105
19. Learning to Solve Problems 105
Executive Skills Addressed: Metacognition, Flexibility, Planning 105
Modifications jor Whole-Class Use 106
6. Interventions for Specific Executive Skills Domains
7. Coaching Students with Executive Skills Deficits
Coaching Overview 132
Step I: Conduct a Goal-Setting Session 132
Step 2: Hold Daily Coaching Sessions 134
Building Coaching into the .Students Educational I rogiain 138
Evidence of Coaching Efficacy 139
Peer Coaching 140
8. Executive Skills Interventions
within a Response-to-Intervention Framework
The Universal Level 143
The Targeted Level 147
The Intensive Level 148
Makinj^ Decisions Regarding E!igil)ilily for Tier 2 Intervention 148
Guidelines for Progress Monitoring 150
9. Applications to Specific Populations
Executive Skills Weaknesses in the A!>sencc of a Recognized Disorder 153
Disorders That Impact Executive Functioning 154
Attention-Di^ficit/HyperacHcilij Disorder 154
Aulistn Spectrum Disorders 156
Acquired Brain InJurtj 156
Other Populations 157
Com plicated Cases 158
Implications for Intervention 160
10. Planning for Transitions
9781606235713
155.413 / DAW/E