Читать книгу The Executive Function Guidebook - Roberta Strosnider - Страница 29

As the student is taught a new executive function skill-building strategy, you will need to determine whether the student has mastered the strategy, which includes both using the strategy correctly and generalizing it to a variety of settings. Additional assessments will be based on the progress the student makes in demonstrating the executive function skill. Over time, the student will likely be using many strategies, some of which will apply to several executive function areas, and the data being kept will be vital in determining the continued effectiveness of the strategies being used. Data collection and record keeping will be addressed in detail throughout the book. A sample data recording template such as Sample Considerations for Ongoing Data Analysis Chart (see table 1.8) assists in the strategy data collection process. A blank template for this chart is provided in Appendix 1.12, and blank templates, modifiable versions of materials, and strategy cards can be found at http://resources.corwin.com/ExecutiveFunctioning.

TABLE 1.8 Sample Considerations for Ongoing Data Analysis Chart

Provide time and multiple opportunities for the student to practice the strategy until he or she has memorized it. According to Center on the Developing Child at Harvard University: https://developingchild.harvard.edu/science/key-concepts/executive-function/ (2017) scaffolding helps a child to practice and learn executive function skills. This is an integral process for the child to learn to independently perform the desired executive function skill. Diamond and Lee (2011) found that only practiced executive function skills generalize across environments. It is best if these skills can be practiced daily. Once the strategy is learned, you may then add more strategies to the student’s repertoire. Students should periodically review the strategies on the ring to maintain familiarity.