The Study Skills Curriculum was developed based on an identified need expressed by Resource Specialists and intervention teachers. Although, many of these teachers offered “Study Skills” classes to support students with work completion from a designated staff, the students’ levels of organization and independence did not show significant improvement.
The Study Skills Curriculum is the answer to the expressed needs of teachers to systematically teach executive functioning skills, organizational skills, increased independence and improved overall student behavior. The long-term result of systematic instruction in these areas is greater success in school and as adults.
All of the lessons in this curriculum were derived from the concepts found in the popular book Learning the ROPES for Improved Executive Functioning Skills (Schetter 2003). Each of the seven units begins with an objective followed by lessons which are broken down into activities to build students executive functioning skills. Instructional forms and bonus forms are avaible to download. All other required materials are listed in each unit.
The Scope and Sequence section of this curriculum provides an overview of all the lessons and activities. A year long program may be developed from the Scope and Sequence making The Study Skills Curriculum easy to understand and to implement.
|Publisher:||ABTA Publications & Products|
|Product dimensions:||8.50(w) x 11.00(h) x 0.30(d)|
About the Author
Victoria Murphy, MS, B.C.B.A. has worked as a Board Certified Behavior Analyst in both private and public school settings for 22 years. She has instructed at the university and community college levels.She works with both General and Special Education Staff and Administrators to develop legally defensible programs for students with Autism Spectrum Disorders and other disabilities. She provides in-service training to professionals to assist them in developing knowledge and skills to implement Evidence Based Practices in the classrooms with students on the Autism Spectrum, to develop sound Inclusive Education Programming practices, as well as help staff develop effective strategies for addressing common Executive Functioning Deficits in the classroom.
Table of Contents
Introduction Scope and Sequence Unit 1: Understanding Organizational Skills Unit 2: Using External Supports: Organizing Space, Time, Work Tasks and Homework Unit 3: Evaluating Actions and Outcomes Unit 4: Organizing Information from Lecture and Text Material Unit 5: Time Management and Prioritization Unit 6: Project Management Unit 7: Self-Awareness, Self-Monitoring and Self-Management