000			05929nam a2200133Ia 4500
999			_c172676 _d172676
020			_a9781606235713
040			_cCUS
082			_a155.413 _bDAW/E
245		0	_aExecutive skills in children and adolescents/ _cDawson, Peg
260			_aNew York: _b Guilford, _c2010.
300			_a224p.
505			_aList 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".Uiilati()n: 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 <S- Modificationsfor Whole-Class Use 83 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
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