Many tens of thousands of school practitioners and teachers (K–12) have benefited from the step-by-step guidelines and practical tools in this influential go-to resource, now revised and expanded with six new chapters. The third edition presents effective ways to assess students' strengths and weaknesses, create supportive instructional environments, and promote specific skills, such as organization, time management, sustained attention, and emotional control. Strategies for individualized and classwide intervention are illustrated with vivid examples and sample scripts. In a large-size format with lay-flat binding for easy photocopying, the book includes 38 reproducible forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials. New to This Edition *Chapter with guidance and caveats for developing individual education programs (IEPs), 504 Plans, and multi-tiered systems of support (MTSS). *Chapters on working with students with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder. *Three guest-authored chapters describing exemplary schoolwide applications. *More student centeredprovides a template for involving children in intervention decision making. *Fully updated with the latest developments in the field. This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
|Publisher:||Guilford Publications, Inc.|
|Series:||Guilford Practical Intervention in the Schools Series|
|Edition description:||Third Edition, Lay-Flat Paperback|
|Product dimensions:||8.00(w) x 10.50(h) x 0.67(d)|
About the Author
Peg Dawson, EdD, is a psychologist on the staff of the Center for Learning and Attention Disorders at Seacoast Mental Health Center in Portsmouth, New Hampshire. She also does professional development training on executive skills for schools and organizations nationally and internationally. 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. She is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, Smart but Scatteredand Stalled (with a focus on emerging adults), and The Smart but Scattered Guide to Success (with a focus on adults). Dr. Dawson is also coauthor of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Third Edition. Richard Guare, PhD, is Director of the Center for Learning and Attention Disorders at Seacoast Mental Health Center 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. He is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, Smart but Scatteredand Stalled (with a focus on emerging adults), and The Smart but Scattered Guide to Success (with a focus on adults). Dr. Guare is also coauthor of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Third Edition.
Table of Contents
List of Figures and Tables I. Basic Principles of Assessment and Intervention 1. Overview of Executive Skills 2. Assessing Executive Skills 3. Linking Assessment to Intervention 4. Providing a Continuum of Services to Address the Needs of Students with Weak Executive Skills 5. Interventions to Promote Executive Skills II. Interventions for Specific Problem Situations and Specific Executive Skills 6. Specific Teaching Routines to Promote Executive Skill Development 7. Interventions for Specific Executive Skills Domains 8. Strategies and Guidelines for Managing Executive Skills in Children with ADHD 9. Executive Skills in Autism, with Colin Guare 10. Coaching Students with Executive Skills Deficits 11. Planning for Transitions III. Whole-School Applications 12. Implementation and Accessibility of Executive Skills, Mara Berzins & Nicola Daykin 13. EFS 2 The Rescue Pedagogy, Laurie Faith 14. Building an Executive Functioning Culture in the Classroom: How a Small Group of Teachers Changed a School, Timothy McElroy Appendix. Reproducible Forms References Index
School psychologists and counselors working with children ages 6–17 (grades K–12), classroom teachers and special educators, behavior specialists, and school social workers; also of interest to speech–language pathologists, occupational therapists, child/adolescent clinical psychologists, neuropsychologists, and pediatricians. May serve as a text in courses on behavioral interventions in school psychology or special education programs.