Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention / Edition 2 available in Paperback
This book has been replaced by Executive Skills in Children and Adolescents, Third Edition, ISBN 978-1-4625-3531-6.
|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|
About the Author
Peg Dawson, EdD, is a staff psychologist at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she works with children and adults. Dr. Dawson is a past president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP), and the International School Psychology Association, and a recipient of the Lifetime Achievement Award from NASP. With Richard Guare, she is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, and The Smart but Scattered Guide to Success (with a focus on adults). Drs. Dawson and Guare are also coauthors of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Second Edition.
Richard Guare, PhD, is Director of the Center for Learning and Attention Disorders in Portsmouth, New Hampshire. Dr. Guare's research and publications focus on the understanding and treatment of learning and attention difficulties. He is a neuropsychologist and board-certified behavior analyst who frequently consults to schools and agencies. With Peg Dawson, he is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, and The Smart but Scattered Guide to Success (with a focus on adults). Drs. Guare and Dawson are also coauthors of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Second Edition.
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.