Executive Function in Education: From Theory to Practice / Edition 1
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Executive Function in Education: From Theory to Practice / Edition 1

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by Lynn Meltzer
     
 

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ISBN-10: 1593854285

ISBN-13: 9781593854287

Pub. Date: 01/10/2007

Publisher: Guilford Publications, Inc.

"From an impressive list of contributing authors, this book goes well beyond the traditional 'frontal lobe metaphor' in describing the executive function construct, challenging its conceptualization as a static, unitary skill. In doing so, the contributors consider the unique roles of brain development, personal experience, and the changing demands and supports in

Overview

"From an impressive list of contributing authors, this book goes well beyond the traditional 'frontal lobe metaphor' in describing the executive function construct, challenging its conceptualization as a static, unitary skill. In doing so, the contributors consider the unique roles of brain development, personal experience, and the changing demands and supports in the classroom setting. Not only do Meltzer and colleagues explain the role of executive dysfunction in the classroom, they provide explicit strategies for intervention, with clear teaching examples. Hence, this volume will be a welcome resource for educators, psychologists, and other practitioners."—E. Mark Mahone, PhD, Kennedy Krieger Institute, Johns Hopkins University School of Medicine nbsp; "Meltzer has put together a much-needed text addressing the skills involved in high-order thinking. This is a timely volume that speaks to the array of issues in executive processing. The book assembles an excellent cross-section of researchers and clinicians with expertise in both theoretical issues and classroom instruction. This text succeeds in its quest to bridge the gap between research and educational practice."—H. Lee Swanson, PhD, Graduate School of Education, University of California, Riverside

Product Details

ISBN-13:
9781593854287
Publisher:
Guilford Publications, Inc.
Publication date:
01/10/2007
Edition description:
New Edition
Pages:
320
Product dimensions:
6.00(w) x 9.00(h) x (d)
Age Range:
5 - 18 Years

Table of Contents

I Executive Function: Theoretical and Conceptual Frameworks 1

1 Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities Martha Bridge Denckta 5

2 "Hill, Skill, and Will": Executive Function from a Multiple-intelligences Perspective Seana Moran Howard Gardner 19

3 Executive Capacities from a Developmental Perspective Jane Holmes Bernstein Deborah P. Waber 39

4 Connecting Cognitive Science and Neuroscience to Education: Potentials and Pitfalls in Inferring Executive Processes Kurt W. Fischer Samantha G. Daley 55

II Executive Function Difficulties in Different Diagnostic Groups: Challenges of Identification and Treatment 73

5 Executive Function Difficulties and Learning Disabilities: Understandings and Misunderstandings Lynn Meltzer Katyani Krishnan 77

6 Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Teaching Judith A. Stein Kalyani Krishnan 106

7 Executive Dysfunction in Autism Spectrum Disorders: From Research to Practice Sally Ozonoff Patricia L. Schetter 133

III Interventions to Address Executive Function Processes 161

8 Executive Function in the Classroom: Embedding Strategy instruction into Daily Teaching Practices Lynn Meltzer Laura Sales Pollica Mirit Barzillai 165

9 Executive Control of Reading Comprehension in the Elementary School Irene West Gaskins Eric Satlow Michael Pressley 194

10 Addressing Executive Function Problems in Writing: An Example from the Self-Regulated Strategy Development Model Steve Graham Karen R. Harris Natalie Olinghouse 216

11 The Strategic Math Classroom: Executive Function Processes and Mathematics Learning Bethany N. Roditi Joan Steinberg 237

12 Teaching Metacognitive Strategies That Address Executive Function Processes within a Schoolwide Curriculum Irene West Gaskins Michael Pressley 261

13 Deficits in Executive Function Processes: A Curriculum-Based Intervention David Rose Katherine Rose 287

Index 309

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