Оглавление
Roberta Strosnider. The Executive Function Guidebook
THE EXECUTIVE FUNCTION GUIDEBOOK
Contents
List of Online Appendices
Acknowledgments
Publisher’s Acknowledgments
About the Authors
List of Contributors
Dedication
Introduction
About This Book
CHAPTER 1 What You Need to Know Before Deciding to Implement Executive Function (EF) Skills Training and the 7-Step Model. Reader Outcomes
What is Executive Functioning (EF)?
How Do ALL Students Benefit From Executive Function Skills Training?
Executive Function Skills Training
What Is Universal Design for Learning (UDL)?
Metacognition
Considering Executive Functions, Metacognition, UDL, and Learning
Data
Student Feedback
Supportive Technologies
The 7-Step Model for Executive Function Skills Training
Examining Each of the 7-Steps in Detail for an Individual or Small Group. Step 1. Determine the student’s EF deficits and note them in the Executive Function (EF) Planning Chart. Assessment
Executive Function Planning
Step 2. Review the EF Planning Chart with the student and start to develop a Game Plan
Directions for Starting a Student Game Plan
Step 3. Considering UDL and metacognition, select an EF skill-building strategy and get commitment from the student. Add the strategy to the Game Plan
Step 4. Design and implement data collection tools to measure success in the use of the strategy, teach the selected strategy, and give the student a strategy card
Directions for Making Strategy Cards
Step 5. Continue to collect data for the student’s use of the strategy
Step 6. Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan
Analysis of Data and Evaluation of Student Success Using the Strategy
Sample Template for Final Assessment of the Strategy
Step 7. Revisit the Game Plan to determine whether the student’s goals have been met. Once each goal is met, have the student write a Success Plan
How Might You Offer Executive Function Training in Your Setting?
Think About
CHAPTER 2 Working Memory and Supportive Strategies. Reader Outcomes
What Is Working Memory?
How Does a Difficulty in Working Memory Impact Student Achievement?
Supportive Strategies With Cards for Working Memory
Mnemonics
ABC Memory Strategy (for a list or a process)
Can You See It in Your Mind Association Strategy?
GOP Strategy for Elementary Students
GOP Strategy for Secondary Students
Concrete External Storage Systems
Prewriting Graphic Organizers
Task Analysis
Visual Schedules
Visual-Kinesthetic Strategies—What I See and Do
Visual and Auditory Memory Strategy. Concentration Games
Visual Sequential Memory Strategy. Chunking
Auditory Sequential Memory Strategy
Strategies to Aid Study
Teach-It Strategy
Study Cube Recall Strategy
Reading Fluency and Comprehension Memory Strategy. Post-it Note Modified Strategy
Visual Aids
Visual Aid for Mathematics
Skip Counting Strategy
Multisensory Input
Home Keys Keyboarding Strategy
Keyboarding Rap
Strategies for Synthesizing Research into a Report
Supportive Technologies
Case Study: Amanda
The 7-Step Model. Step 1. Determine the student’s EF deficits and note them in the Executive Function Planning Chart (table 2.2) Assessment
Key Questions
Amanda’s Strengths
Amanda’s Difficulties
Executive Function Planning
Step 2. Review the EF Planning Chart with the student and start to develop a Game Plan
Step 3. Considering UDL and metacognition, select an EF skill-building strategy and get commitment from the student. Add the strategy to the Game Plan
Step 4. Design and implement data collection tools to measure success in the use of the strategy, teach the selected strategy, and give the student a strategy card
Step 5. Continue to collect data for the student’s use of the strategy
Step 6. Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan
Step 7. Revisit the Game Plan to determine whether the student’s goals have been met. Once a goal is met, have the student write a Success Plan
Sample Template for Final Assessment of the Strategy
What Happens Then?
Summary
Practice
CHAPTER 3 Prioritizing, Organizing, Sequencing, Managing Time, Planning, and Supportive Strategies. Reader Outcomes
What Is Prioritizing, Organizing, Sequencing, Managing Time, and Planning?
Prioritizing
Organizing
Sequencing
Managing Time
Planning
What Does a Difficulty in Prioritizing, Organizing, Sequencing, Managing Time, and Planning Look Like?
How Does a Difficulty in Prioritizing, Organizing, Sequencing, Managing Time, and Planning Impact Student Achievement?
Supportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and Planning
Prioritizing Strategies. Big Rocks Little Rocks Strategy for Setting Priorities
Organizing Strategies. The Importance of Highlighting, Color-Coding, and Labeling
Backpack Organization Strategy for Elementary Students
Locker Organization Strategy for Middle and High School Students
Binder Organization Strategy for Older Elementary Students
Specific Location Strategy
Sequencing Strategies. The Importance of Cueing
Steps for Completing a Long-Term Project Checklist Strategy
Managing Time. Time Needed Strategy for Time Management
Planners
Backward Mapping Strategy for Planning
Checklist Strategy
Visual Schedule for Planning
Supportive Technologies
Case Study: Amanda
The 7-Step Model. Step 1. Determine the student’s EF deficits and note them in the Executive Function (EF) Planning Chart (table 3.2) Assessment
Key Questions
Amanda’s Strengths
Amanda’s Difficulties
Step 2. Review the EF Planning Chart with the student, and start to develop a Game Plan
Step 3. Considering UDL and metacognition, select an EF skill-building strategy and get commitment from the student. Add the strategy to the Game Plan
Step 4. Design and implement data collection tools to measure success in the use of the strategy, teach the selected strategy, and give the student a strategy card
Step 5. Continue to collect data for the student’s use of the strategy
Step 6. Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan
Sample Template for Final Assessment of the Strategy
Step 7. Revisit the Game Plan to determine whether the student’s goals have been met. Once a goal is met, have the student write a Success Plan
What Happens Then?
Summary
Practice
CHAPTER 4 Attending, Initiating, Focusing, and Supportive Strategies. Reader Outcomes
What Is Attending, Initiating, and Focusing?
What Does a Difficulty in Attending, Initiating, and Focusing Look Like?
How Does a Difficulty in Attending, Initiating, and Focusing Impact Student Achievement?
Supportive Strategies With Cards for Attending, Initiating, and Focusing
Post-it Note Modified Strategy (See more on this in chapter 2)
Take a Breather Strategy (See more on this strategy in chapter 5)
Movement has been found to make a difference in all student’s learning
Prewriting Strategy for Getting Started
For the Teacher to Consider. Combining Working Memory, Attending, Initiation, and Focus
COPS Strategy (See chapter 6 for communication activity on COPS)
Self-Monitoring Strategy
Self-Check Card Strategy for Elementary Students
Directions to Students on the Use of the Self-Check Card Strategy
Break Pass Card Strategy
SLANT Strategy (Ellis, 1991)
SLANT Strategy Cards
The SHAKA Strategy
Supportive Technologies
Case Study: Carlos
Step 1. Determine the student’s EF deficits and note them in the Executive Function (EF) Planning Chart. Assessment
Key Questions
Carlos’s Strengths
Carlos’s Difficulties
Step 2. Review the EF Planning Chart with the student and start to develop a Game Plan
Step 3. Considering UDL and metacognition, select an EF skill-building strategy and get commitment from the student. Add the strategy to the Game Plan
Step 4. Design and implement data collection tools to measure success in the use of the strategy, teach the strategy, and give the student a strategy card
Step 5. Continue to collect data for the student’s use of the strategy
Step 6. Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan
Sample Template for Final Assessment of the Strategy
Step 7. Revisit the Game Plan to determine whether the student’s goals have been met. Once a goal has been met, have the student write a Success Plan
What Happens Then?
Summary
Practice
CHAPTER 5 Social/Emotional and Inhibiting and Supportive Strategies. Reader Outcomes
What Is Social/Emotional and Inhibiting?
What Does a Difficulty in Social/Emotional and Inhibiting Look Like?
How Does a Difficulty in Social/Emotional and Inhibiting Impact Student Achievement?
Supportive Strategies With Cards for Social/Emotional and Inhibiting
Dragon Quilt Strategy
What’s On My Mind Strategy
Social Stories
RAP Strategy
Self-Monitoring Chunking Strategy
STA Strategy (Stop, Think, Act)
PAW Strategy
SWT (Stop, Wait, Talk) Strategy
I Am Able Strategy
Take a Breather Strategy
Supportive Technologies
Case Study: Carlos
Step 1. Determine the student’s EF deficits and note them in the Executive Planning Chart. Assessment
Key Questions
Carlos’s Strengths
Carlos’s Difficulties
Step 2. Review the EF Planning Chart with the student and start to develop a Game Plan
Step 3. Considering UDL and metacognition, select an EF skill-building strategy and get commitment from the student. Add the strategy to the Game Plan
Step 4. Design and implement data collection tools to measures success in the use of the selected strategy, teach the strategy, and give the student a strategy card
Step 5. Continue to collect data for the student’s use of the strategy
Step 6. Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan
Sample Template for Final Assessment of the Strategy
Step 7. Revisit the Game Plan to determine whether the student’s goals have been met. Once a goal is met, have the student write a Success Plan
What Happens Then?
Summary
Practice
CHAPTER 6 Communicating and Cognitive Flexibility/Shifting and Supportive Strategies. Reader Outcomes
What Is Communicating and Cognitive Flexibility/Shifting?
What Does a Difficulty in Communicating and Cognitive Flexibility/Shifting Look Like?
How Does a Difficulty in Communicating and Cognitive Flexibility/Shifting Impact Student Achievement?
Supportive Strategies With Cards for Communicating and Cognitive Flexibility/Shifting
Verbal Communication Strategies. Dreamweaver Strategy
All About Me Strategy
Say the Message Strategy
LLUMP the Message Strategy
Self-Advocacy Story Strategy
Written Communication Strategies
Simply Note It Strategy
Prewriting Strategy
Cognitive Flexibility/Shifting Strategies
Why Change Can Be a Good Activity
Dreamweaver
Timed-Cue Strategy
Mr. Potato Head Activity
Supportive Technologies
Case Study: Amanda
Step 1. Determine the student’s EF deficits and note them in the Executive Function (EF) Planning Chart. Assessment
Key Questions
Step 2. Review the EF Planning Chart with the student and start to develop a Game Plan
Step 3. Considering UDL and metacognition, select an EF skill-building strategy and get commitment from the student. Add the strategy to the Game Plan
Step 4. Design and implement data collection tools to measure success in the use of the strategy, teach the selected strategy, and give the student a strategy card
Step 5. Continue to collect data for the student’s use of the strategy
Step 6. Analyze all the data collected and evaluate the student’s success in using the strategy; update the Game Plan
Sample Template for Final Assessment of the Strategy
Step 7. Revisit the Game Plan to determine whether the student’s goals have been met. Once a goal is met, have the student write a Success Plan
What Happens Then?
Summary
Practice
CHAPTER 7 Special Considerations Involving Executive Functions. Early Childhood
Special Considerations When Teaching Preschoolers EF Skills
Autism Spectrum Disorder (ASD)
Homework and EF
Some Supportive Strategies to Assist Students, Teachers, and Parents. Notebook Organization and EF
Instructional Hints for Enhancing Assignment Success
Assignments and Executive Functioning Checklist
Family Planning Meetings Strategy
Assignment Responsibility
Home And Done Strategy (For Middle And High School)
Some Supportive Technologies to Assist Students, Teachers, and Parents
Other Considerations
Summary
References
Index
