Читать книгу The Executive Function Guidebook - Roberta Strosnider - Страница 4

1  LIST OF ONLINE APPENDICES

2  ACKNOWLEDGMENTS

3  ABOUT THE AUTHORS

4  LIST OF CONTRIBUTORS

5  INTRODUCTION

6 CHAPTER 1. WHAT YOU NEED TO KNOW BEFORE DECIDING TO IMPLEMENT EXECUTIVE FUNCTION (EF) SKILLS TRAINING AND THE 7-STEP MODELReader OutcomesWhat Is Executive Functioning (EF)?How Do ALL Students Benefit From Executive Function Skills Training?Executive Function Skills TrainingWhat Is Universal Design for Learning (UDL)?MetacognitionConsidering Executive Functions, Metacognition, UDL, and LearningSupportive TechnologiesThe 7-Step Model for Executive Function Skills TrainingExamining Each of the 7-Steps in Detail for an Individual or Small GroupHow Might You Offer Executive Function Training in Your Setting?Think About

7 CHAPTER 2. WORKING MEMORY AND SUPPORTIVE STRATEGIESReader OutcomesWhat Is Working Memory?How Does a Difficulty in Working Memory Impact Student Achievement?Supportive Strategies With Cards for Working MemorySupportive TechnologiesCase Study: AmandaThe 7-Step ModelWhat Happens Then?SummaryPractice

8 CHAPTER 3. PRIORITIZING, ORGANIZING, SEQUENCING, MANAGING TIME, PLANNING, AND SUPPORTIVE STRATEGIESReader OutcomesWhat Is Prioritizing, Organizing, Sequencing, Managing Time, and 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 PlanningSupportive TechnologiesCase Study: AmandaWhat Happens Then?SummaryPractice

9 CHAPTER 4. ATTENDING, INITIATING, FOCUSING, AND SUPPORTIVE STRATEGIESReader OutcomesWhat 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 FocusingSupportive TechnologiesCase Study: CarlosWhat Happens Then?SummaryPractice

10 CHAPTER 5. SOCIAL/EMOTIONAL AND INHIBITING AND SUPPORTIVE STRATEGIESReader OutcomesWhat 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 InhibitingSupportive TechnologiesCase Study: CarlosWhat Happens Then?SummaryPractice

11 CHAPTER 6. COMMUNICATING AND COGNITIVE FLEXIBILITY/SHIFTING AND SUPPORTIVE STRATEGIESReader OutcomesWhat 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 Flexibility/ShiftingSupportive TechnologiesCase Study: AmandaWhat Happens Then?SummaryPractice

12 CHAPTER 7. SPECIAL CONSIDERATIONS INVOLVING EXECUTIVE FUNCTIONSEarly ChildhoodAutism Spectrum Disorder (ASD)Homework and EFSome Supportive Strategies to Assist Students, Teachers, and ParentsSome Supportive Technologies to Assist Students, Teachers, and ParentsSummary

13  REFERENCES

14  INDEX