Description
Shows how to understand executive function difficulties, including language-based learning disabilities, nonverbal learning disabilities, and autism spectrum disorder, and discusses ways to teach skills for self-directed learning.
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In today's classrooms teachers increasingly expect students to develop skills known collectively as "executive functions," including goal setting, planning, organizing, prioritizing, memorizing, initiating, shifting and self-monitoring. However, those same teachers typically do not systematically teach executive functions, focusing on the content of assignments and lessons rather than on the process students must master. Drawing on their theoretical and practical expertise, and their ability to move effectively from the former to the latter, the contributors of these 13 articles give the theoretical and conceptual frameworks for executive functions, challenges of identification and treatment of difficulties in different diagnostic groups, and interventions to address executive function processes. Individual topics include a variety of theoretical perspectives, executive function difficulties in learning disabilities and autism spectrum disorders, embedding executive function skills into daily teaching practice, and applications in reading, writing, math and a school-wide curriculum. Annotation ©2007 Book News, Inc., Portland, OR (booknews.com)
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