Full Description
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 learningExamples of instructional steps to assist students as they set goals and work to achieve success.Strategies coded by competency and age/grade levelAuthentic snapshots and "think about" sectionsTemplates for personalized goal-setting, data collection, and success plansAccompanying strategy cards
Contents
IntroductionChapter 1Reader OutcomesWhat Is Executive Functioning (EF)?How do ALL Students Benefit from Executive Function Skill Training?Executive Function Skills TrainingAssessmentWhat 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 DetailConclusionWhat Happens Then?Think AboutChapter 2 - Working MemeoryReader OutcomesWhat is Working Memory?What Does a Deficit Look Like?How Does a Difficulty in this EF Area Impact Student Achievement?Supportive TechnologySupportive Strategies With CardsCase Study: AmandaThe 7-Step ModelSummary, What Happens Then?, and PracticeChapter 3 Prioritizing, Organizing, Sequencing, Managing Time, and PlanningReader OutcomesWhat 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 TechnologiesSupportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and PlanningCase Study: AmandaThe 7-Step ModelSummary, What Happens Then?, and PracticeChapter 4 - Attending, Initiating, and FocusingReader OutcomesWhat is Attending, Initiating, and Focusing?What Does a Deficit Look Like?How Does a Difficulty in this EF Area Impact Student Achievement?Supportive TechnologiesSupportive Strategies With Cards for Attending, Initiating, and FocusingCase Study: CarlosThe 7-Step ModelSummary, What Happens Then?, and PracticeChapter 5 - Social/Emotional and InhibitingReader OutcomesWhat is Social/Emotional and Inhibiting?What Does a Deficit Look Like?How Does a Difficulty in this EF Area Impact Student Achievement?Supportive TechnologiesSupportive Strategies With Cards for Social/Emotional and InhibitingCase Study: CarlosThe 7-Step ModelSummary, What Happens Then?, and PracticeChapter 6 - Communicating and Cognitive Flexibility/ShiftingReader OutcomesWhat is Communicating and Cognitive Flexibility/Shifting?What Does a Deficit Look Like?How Does a Difficulty in this EF Area Impact Student Achievement?Supportive TechnologiesSupportive Strategies With Cards for Communicating and Cognitive Flexibility/ShiftingCase Study: AmandaThe 7-Step ModelSummary, What Happens Then?, and PracticeChapter 7 - Special Considerations Involving Executive FunctionsEarly ChildhoodAutism Spectrum Disorder (ASD)Homework
