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Concise and practitioner friendly, this bestselling guide has helped put executive skills on the map for school-based clinicians and educators. The book explains how these critical cognitive processes develop and why they play such a key role in children's behavior and school performance. Provided are step-by-step guidelines and many practical tools to promote executive skill development by implementing environmental modifications, individualized instruction, coaching, and whole-class interventions. In a large-size format with convenient lay-flat binding, the book includes more than two dozen reproducible assessment tools, checklists, and planning sheets. Purchasers get access to a Web page where they can download and print the reproducible materials. See also the authors' Coaching Students with Executive Skills Deficits, which provides instructions and tools for implementing an evidence-based coaching model. Also from Dawson and Guare: an academic planner for students, Smart but Scattered parenting guides, and a self-help guide for adults. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
|Publisher:||Guilford Publications, Inc.|
|Edition description:||Second Edition|
|Product dimensions:||7.80(w) x 10.40(h) x 0.70(d)|
|Age Range:||5 - 17 Years|
Table of Contents
1. Overview of Executive Skills
2. Assessing Executive Skills
3. Linking Assessment to Intervention
4. Interventions to Promote Executive Skills
5. Specific Teaching Routines to Promote Executive Skills Development
6. Interventions for Specific Executive Skills Domains
7. Coaching Students with Executive Skills Deficits
8. Executive Skills Interventions within a Response-to-Intervention Framework
9. Applications to Specific Populations
10. Planning for Transitions
Appendix: Reproducible Forms
What People are Saying About This
Reviewer: Jay P. Goldsmith, MD (Tulane University School of Medicine)
Description: This 224-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."
School psychologists and counselors, administrators, school social workers, classroom teachers, and special educators; also of interest to clinical child psychologists, neuropsychologists, and pediatricians. May serve as a supplemental text in graduate-level courses on cognitive/academic assessment and interventions.