ISBN-10:
1544379285
ISBN-13:
9781544379289
Pub. Date:
04/22/2019
Publisher:
SAGE Publications
The Executive Function Guidebook: Strategies to Help All Students Achieve Success / Edition 1

The Executive Function Guidebook: Strategies to Help All Students Achieve Success / Edition 1

by Roberta I. Strosnider, Valerie Saxton SharpeRoberta I. Strosnider
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Overview

Teach some of the most important skills your students will ever need!



Executive function skills—including self-regulation, focus, planning, and time-management—are essential to student success, but they must be taught and practiced. This unique guidebook provides a flexible seven-step model, incorporating UDL principles and the use of metacognition, for making executive-function training part of your classroom routine at any grade level. Features include:


  • Descriptions of each skill and its impact on learning
  • Examples of instructional steps to assist students as they set goals and work to achieve success.
  • Strategies coded by competency and age/grade level
  • Authentic snapshots and “think about” sections
  • Templates for personalized goal-setting, data collection, and success plans
  • Accompanying strategy cards



Product Details

ISBN-13: 9781544379289
Publisher: SAGE Publications
Publication date: 04/22/2019
Edition description: New Edition
Pages: 320
Sales rank: 593,719
Product dimensions: 8.40(w) x 10.90(h) x 0.90(d)

About the Author

Dr. Roberta Atha Strosnider, Professor Emerita in Special Education, Towson University, Towson, MD currently works as an educational consultant in the areas of learning disabilities, executive functioning, and teacher preparation. Roberta graduated from Fairmont State University (FSU) with a major in Secondary Education and in 2017 she was a recipient of an Alumna of Achievement Award from that institution. She earned her master’s degree in Special Education from West Virginia University and her doctorate in Special Education from Virginia Polytechnic Institute and State University. She taught both general and special education classes in P-12 schools. She also taught at several institutions of higher education and holds faculty emerita status from Hood College, Fredrick, MD and Towson University, Towson, MD.

Roberta received a fellowship to study HIV Prevention Education for Students with Disabilities and served as a national trainer for the Co-Teaching HIV Prevention Program. While at Towson University, she directed an off-campus teacher preparation program and received the Nasim Dil Award for her service to Small Special Education Programs. She has further served her profession as a reviewer and auditor of special education teacher education program reports for the Council for Exceptional Children (CEC). In addition, she has made contributions to the field through publications, presentations, and grants. She also served as a consultant to the Maryland State Department of Education preparing materials and online resources to provide professional development.

During her career, Roberta has been and continues to be active in advocacy efforts for students with disabilities having served as a board member and advocate for several organizations. Her work with the Frederick County, MD Arc Board was recognized with the STAR Award from the Arc. The Council for Learning Disabilities (CLD) awarded her the Floyd G. Hudson Award for her contributions to the field of learning disabilities. She serves as a representative for CLD to other public policy groups such as the National Joint Committee on Learning Disabilities.

Roberta and a colleague co-founded Project Boost. They wrote and taught a curriculum that provides executive function skill training for students K-12 by building skills through a 7-Step Model. Teachers and administrators throughout the mainland and Hawaii have been trained to use the program, and the pair is writing a book on the model and accompanying strategies. They currently teach online courses on executive functioning and classroom management at Frostburg State University, Frostburg, MD.




Valerie Saxton Sharpe currently works as an educational consultant in the areas of cognitive disabilities, executive functioning, and teacher preparation. Val’s career path started as a special education teacher for a large Maryland school system teaching students with learning disabilities and cognitive impairments. As an administrator, she chaired the Special Education department in a comprehensive high school setting. Lastly, as an instructional specialist, she supervised and provided teacher training.

Following her career in teaching and supervision, Val prepared teachers at both Hood College and Towson University. While at Hood College, she played an integral role in the development of an assessment system to measure teacher candidate performance used for program review, reform and for accreditation purposes. As program coordinator for Towson University Elementary Education/Special Education at the Universities at Shady Grove she was known for her innovative methodology used in the preparation of teacher candidates to teach ALL students. Val was instrumental in providing teacher candidates opportunities to gain knowledge and skills in universal design, differentiated instruction, and executive function skills. She developed new Professional Development Schools (PDS) partnerships with the local school system, secured grant funding for the design and implementation of unique teacher preparation projects, wrote manuals addressing co-teaching and mentoring, and presented at PDS conferences.

For her outstanding work at Towson University, Val was awarded the Gloria E. Neubert Excellence in Teaching Award, The Universities at Shady Grove Teaching Award and the Universities at Shady Grove Campus Program Director of the Year Award. She was appointed by the governor of Maryland to serve on the Maryland Professional Standards Teacher Education Board. Val also served as an invited member of the Educational Testing Service (ETS) Elementary Education Praxis II test development team.

An advocate for students with disabilities, Val has served as a national and state officer for the Council for Exceptional Children and its Division on Autism and Developmental Disabilities (DADD). For her work with DADD, she received the Special Recognition Award. Additionally, she has served on the Board of Trustees for Service Coordination of Frederick County that assists individuals with developmental disabilities to obtain services. As a member of this Board, Val supported the implementation of transition and employment services for individuals with disabilities in Maryland.

Val and a colleague co-founded Project Boost. They wrote and taught a curriculum that provides executive function skill training for students K-12 by building skills through a 7 - Step Model. Teachers and administrators throughout the mainland and Hawaii have been trained to use the program, and the pair is writing a book on the model and accompanying strategies. They currently teach online courses on executive functioning and classroom management at Frostburg State University, Frostburg, MD.


Table of Contents

Introduction
Chapter 1
Reader Outcomes
What Is Executive Functioning (EF)?
How do ALL Students Benefit from Executive Function Skill Training?
Executive Function Skills Training
Assessment
What Is Universal Design for Learning (UDL)?
Metacognition
Considering Executive Functions, Metacognition, UDL and Learning
Supportive Technologies
The 7-Step Model for Executive Function Skills Training
Examining Each of the 7-Steps in Detail
Conclusion
What Happens Then?
Think About
Chapter 2 - Working Memeory
Reader Outcomes
What is Working Memory?
What Does a Deficit Look Like?
How Does a Difficulty in this EF Area Impact Student Achievement?
Supportive Technology
Supportive Strategies With Cards
Case Study: Amanda
The 7-Step Model
Summary, What Happens Then?, and Practice
Chapter 3 Prioritizing, Organizing, Sequencing, Managing Time, and Planning
Reader Outcomes
What is Prioritizing, Organizing, Sequencing, Managing Time, and Planning?
What Does a Deficit Look Like?
How Does a Difficulty in this EF Area Impact Student Achievement?
Supportive Technologies
Supportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and Planning
Case Study: Amanda
The 7-Step Model
Summary, What Happens Then?, and Practice
Chapter 4 - Attending, Initiating, and Focusing
Reader Outcomes
What is Attending, Initiating, and Focusing?
What Does a Deficit Look Like?
How Does a Difficulty in this EF Area Impact Student Achievement?
Supportive Technologies
Supportive Strategies With Cards for Attending, Initiating, and Focusing
Case Study: Carlos
The 7-Step Model
Summary, What Happens Then?, and Practice
Chapter 5 - Social/Emotional and Inhibiting
Reader Outcomes
What is Social/Emotional and Inhibiting?
What Does a Deficit Look Like?
How Does a Difficulty in this EF Area Impact Student Achievement?
Supportive Technologies
Supportive Strategies With Cards for Social/Emotional and Inhibiting
Case Study: Carlos
The 7-Step Model
Summary, What Happens Then?, and Practice
Chapter 6 - Communicating and Cognitive Flexibility/Shifting
Reader Outcomes
What is Communicating and Cognitive Flexibility/Shifting?
What Does a Deficit Look Like?
How Does a Difficulty in this EF Area Impact Student Achievement?
Supportive Technologies
Supportive Strategies With Cards for Communicating and Cognitive Flexibility/Shifting
Case Study: Amanda
The 7-Step Model
Summary, What Happens Then?, and Practice
Chapter 7 - Special Considerations Involving Executive Functions
Early Childhood
Autism Spectrum Disorder (ASD)
Homework

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