Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention / Edition 2

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Concise and practitioner friendly, this bestselling guide has helped put executive skills on the map for school&mdashbased clinicians and educators. The book explains how these critical congnitive processes develop and why they play such a key role in children's behavior and school preformance. Provided are step—by—step guidelines and many practical tools to promote executive skill developement by implementing environmental modifications, individualized instruction, coaching, and whole—class interventions. In a largesize format with convenient lay—flat binding, the book includes more than two dozen reproducible assessment tools, checklists, and planning sheets.

  • Revised and expanded to relfect significant advances in the field
  • Chapter on classroom teaching routines that target executive skills during daily work and instruction.
  • Chapters on integrating executive skills strategies into a response&mdash:to—intervention model and managing transitions to new grade or school.
  • More reproducibles, one of the book's most popular features.
  • Increased attention to children who don't have a specofo learning disorder but still struggle in school.

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Editorial Reviews

Schooldays Magazine

"This is an exceptionally useful book which I highly recommend."--Schooldays Magazine
Schooldays Magazine

This is an exceptionally useful book which I highly recommend.

Doody's Review Service
Reviewer: Jay P. Goldsmith, MD (Tulane University School of Medicine)
Description: This 90-page paperback, written primarily for school psychologists and other educational professionals, describes the normal and abnormal development of high level cognitive functions called "executive skills." This is part of a series of practical interventions for older children and adolescents with emotional, behavioral, or school based functional problems.
Purpose: The purpose is to describe problems involving the achievement of executive skills of children and adolescents, notably the abnormalities seen in children with traumatic brain injuries and attention deficit/hyperactivity disorder (ADHD). These are worthy objectives since a significant number of our children suffer from these problems and are often managed pharmacologically by pediatricians, special education teachers, and parents without significant insight as to the roots of these abnormalities and potential nonpharmacologic interventions. This brief book, which is relatively easy to read and understand, meets these objectives even for lay people.
Audience: The book is written primarily for school psychologists and other educational professionals such as social workers, guidance counselors, and special educators. However, it is written in such a way as to appeal also to pediatric neurologists, general pediatricians, and child development specialists. Although it may be somewhat difficult reading, the educated parent with a child with ADHD might also find this book informative.
Features: It is divided into seven chapters that deal with defining and assessing executive skills in children. The third chapter links assessment to interventions and the final four chapters deal extensively with different types of nonpharmacologic interventions which may help these children. An excellent appendix includes interviews for parents, teachers, and students regarding the assessment of executive skills and different types of planning and checklist sheets that may be used as part of intervention strategies. The intervention chapters for individual children (rather than classroom-wide interventions) are particularly well written and may be extremely helpful to educators as well as parents.
Assessment: This is a short book with a strong message especially for those parents and educators who deal with children who have difficulties in achieving executive skills. It is clear, concise, and easy to understand. I am not aware of any comparable book that can be used as a practical guide for parents and educators and that approaches this entire problem without a reliance on pharmacology.
From the Publisher

"Teachers, neuropsychologists, and health professionals are frequently asked to work with children and adolescents experiencing difficulties in 'high-level' skills--such as organization, attention, and problem solving--which impede learning and skill acquisition. Despite the prevalence of these problems, there is little practical information available to guide practitioners. This text provides a unique contribution, incorporating simple but comprehensive descriptions of such problems and how to identify them. Its greatest strength, however, lies in its inclusion of a range of helpful and practical intervention strategies that facilitate an integrated approach across home, school, and child."--Vicki Anderson, PhD, Department of Psychology, Royal Children's Hospital, Melbourne, Australia

"This volume is filled with promising practices for evaluating and improving children's executive functioning. The concept of executive functioning, informed by research in neuropsychology, provides new ways of viewing children's strengths and weaknesses. Initially developed to target the processing problems of children with ADHD and traumatic brain injury, this approach shows potential for assisting all children in the classroom. The book's interview protocols and checklists provide readers with specific guidance for informed professional practice."--Jonathan Sandoval, PhD, School of Education, University of California, Davis

"Dawson and Guare go far beyond the description of executive skill deficits found in currently available texts to provide school psychologists, special and general education teachers, graduate students, and researchers with empirically based, practical guidelines for assessment and treatment. A particular strength of their approach is a multi-component assessment model that includes formal standardized measures typically used in evaluating executive functioning difficulties as well as measures designed to assess executive skills in ¿real-world' situations. Thus, assessment data are linked directly to the design and evaluation of interventions based on children's individual strengths and weaknesses. By far the most noteworthy aspect of this book, however, is the detailed coverage and multiple examples of interventions, including environmental modifications, interventions addressing specific executive skills, coaching, and class-wide strategies. These interventions are not only based on solid research support but also have the added advantage of being practical and feasible for teachers and parents to use on a regular basis. Multiple, diverse case examples are provided to aid readers in understanding the nuances of assessment and treatment, and many helpful handouts facilitate implementation. This book would be an appropriate text for graduate-level courses in psychological/behavioral assessment and school/child interventions."--George J. DuPaul, PhD, School Psychology Program, Lehigh University

"Difficulties with self-regulation of behavior and of thinking are among the most stressful and difficult-to-deal-with issues faced by parents and teachers of children with disabilities. Dawson and Guare deserve high praise for presenting a practical, integrated, and easy-to-digest approach to disorders of executive self-regulation in children. Their emphasis on intervention within the routines of everyday life, with adults acting as the children's coaches, is most welcome, as are their many user-friendly forms and helpful case illustrations. This book will serve as a valuable resource for teachers, special educators, and parents."--Mark Ylvisaker, PhD, School of Education, College of Saint Rose, Albany, NY

3 Stars from Doody
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Product Details

  • ISBN-13: 9781606235713
  • Publisher: Guilford Publications, Inc.
  • Publication date: 3/5/2010
  • Edition description: Second Edition
  • Edition number: 2
  • Pages: 224
  • Sales rank: 60,460
  • Product dimensions: 7.80 (w) x 10.40 (h) x 0.70 (d)

Meet the Author

Peg Dawson, EdD, is a licensed clinical school psychologist with an undergraduate degree from Oberlin College and a doctorate from the University of Virginia. She is currently a staff psychologist at the Center for Learning and Attention Disorders, an agency within Seacoast Mental Health Center in Portsmouth, New Hampshire. Dr. Dawson has over 25 years of experience working in the fields of education and psychology, with a specialization in assessment of children and adults with learning and attention disorders. In addition to working in schools and mental health centers in New Hampshire and Maine, she has also taught in the Education Department at the University of New Hampshire at both the graduate and undergraduate levels. Active in professional associations, Dr. Dawson has been president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists, and the International School Psychology Association. She has also served as the newsletter editor for the National Association of School Psychologists, and has published many journal articles and book chapters on topics related to educational policy and practices and learning and attention disorders. In addition to Executive Skills in Children and Adolescents, Dr. Dawson and her colleague Richard Guare have written a manual on coaching students with attention disorders.

Richard Guare, PhD, a neuropsychologist, is Director of the Center for Learning and Attention Disorders in Portsmouth, New Hampshire. Dr. Guare received his doctorate in school/child psychology from the University of Virginia and completed a postdoctoral fellowship in neuropsychology at Children's Hospital/Harvard Medical School. He has served as a consultant to a number of brain injury programs in New England, and has presented and published research and clinical work on acquired brain injury and attention disorders. In addition, Dr. Guare has been Adjunct Professor of Communication Disorders at the University of New Hampshire and teaches courses in child neuropsychology at the University of Southern Maine.

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Table of Contents

1 Overview of Executive Skills 1
2 Assessing Executive Skills 11
3 Linking Assessment to Intervention 25
4 Interventions to Promote Executive Skills 34
5 Coaching Students with Executive Skill Deficits 67
6 Classroom-Wide Interventions 76
7 Applications to Specific Populations 83
Appendix 91
References 125
Index 127
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Sort by: Showing all of 2 Customer Reviews
  • Posted May 10, 2012

    Must-have for educators

    Executive functioning is the new hot topic, and for good reason -- we're discovering now that these skills are the bedrock for learning. Interventions for executive skills are crucial for almost all struggling students, and the authors here present some complex concepts in ways that are both easy to understand and easy to apply in the real world. Working in a high school, I've paired this with their other recent book on coaching students with executive skills deficits, and I feel that I'm becoming a much better professional as a result.

    Was this review helpful? Yes  No   Report this review
  • Posted May 7, 2010

    I Also Recommend:

    I also recommend Sugar's "The Silent Crisis Destroying America's Brightest Minds"

    I recommend Sugar's book because it deals directly with educational reality instead of outdated educational theory. 95% of all parents do not know what is really happening in this country, and those who get a wake-up call are able to take action and become victors,and those that are fast asleep become victims. Great News: The SMARTGRADES School notebooks place the new learning technology directly into the hands of all students. Brava.

    0 out of 6 people found this review helpful.

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