The Executive Function Guidebook

Strategies to Help All Students Achieve Success
Roberta I. Strosnider - Professor Emerita in Special Education, Towson University, and Educational Consultant
Valerie Saxton Sharpe - Educational Consultant
The Executive Function Guidebook
April 2019 | 320 pages | Corwin
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eBook
ISBN: 9781544338835
Available from January 0001
Paperback
ISBN: 9781544379289
Available from January 0001

Description

Teach some of the most important skills your students will ever need! 

“Please, try harder.” “Please, pay attention.” “Please, behave.” Most students want to do what it takes to succeed, but sometimes that’s easier said than done. Executive function skills such as self-regulation, focus, planning, and time management must be taught, and they take practice. When you work on them in class, you give students the tools they need to not only learn but also monitor themselves.
 
Teaching executive function skills in your classroom doesn’t have to be difficult. This unique guidebook—designed with busy teachers in mind—introduces a flexible seven-step model that incorporates Universal Design for Learning (UDL) principles and the use of metacognition. Features include

  • Descriptions of each skill and its impact on learning
  • Examples of instructional steps to assist students as they set goals and work to achieve success.
  • Strategies coded by competency and age/grade level
  • Authentic snapshots and “think about” sections
  • Templates for personalized goal-setting, data collection, and success plans
  • Accompanying strategy cards

Whether you teach kindergarten, high school, or anything in between, you can make executive function training part of your teaching. As students’ proficiencies improve, you will see their confidence and capability increase—setting the stage for their success in school and in life.

 

Contents

Introduction

Introduction

Chapter 1

  • Reader Outcomes
  • What Is Executive Functioning (EF)?
  • How do ALL Students Benefit from Executive Function Skill Training?
  • Executive Function Skills Training
  • Assessment
  • What Is Universal Design for Learning (UDL)?
  • Metacognition
  • Considering Executive Functions, Metacognition, UDL and Learning
  • Supportive Technologies
  • The 7-Step Model for Executive Function Skills Training
  • Examining Each of the 7-Steps in Detail
  • Conclusion
  • What Happens Then?
  • Think About

Chapter 2 - Working Memeory

  • Reader Outcomes
  • What is Working Memory?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technology
  • Supportive Strategies With Cards
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 3 Prioritizing, Organizing, Sequencing, Managing Time, and Planning

  • Reader Outcomes
  • What 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 Technologies
  • Supportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and Planning
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 4 - Attending, Initiating, and Focusing

  • Reader Outcomes
  • What is Attending, Initiating, and Focusing?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Attending, Initiating, and Focusing
  • Case Study: Carlos
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 5 - Social/Emotional and Inhibiting

  • Reader Outcomes
  • What is Social/Emotional and Inhibiting?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Social/Emotional and Inhibiting
  • Case Study: Carlos
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 6 - Communicating and Cognitive Flexibility/Shifting

  • Reader Outcomes
  • What is Communicating and Cognitive Flexibility/Shifting?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Communicating and Cognitive Flexibility/Shifting
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 7 - Special Considerations Involving Executive Functions

  • Early Childhood
  • Autism Spectrum Disorder (ASD)
  • Homework

Description

Teach some of the most important skills your students will ever need! 

“Please, try harder.” “Please, pay attention.” “Please, behave.” Most students want to do what it takes to succeed, but sometimes that’s easier said than done. Executive function skills such as self-regulation, focus, planning, and time management must be taught, and they take practice. When you work on them in class, you give students the tools they need to not only learn but also monitor themselves.
 
Teaching executive function skills in your classroom doesn’t have to be difficult. This unique guidebook—designed with busy teachers in mind—introduces a flexible seven-step model that incorporates Universal Design for Learning (UDL) principles and the use of metacognition. Features include

  • Descriptions of each skill and its impact on learning
  • Examples of instructional steps to assist students as they set goals and work to achieve success.
  • Strategies coded by competency and age/grade level
  • Authentic snapshots and “think about” sections
  • Templates for personalized goal-setting, data collection, and success plans
  • Accompanying strategy cards

Whether you teach kindergarten, high school, or anything in between, you can make executive function training part of your teaching. As students’ proficiencies improve, you will see their confidence and capability increase—setting the stage for their success in school and in life.

 

Contents

Introduction

Introduction

Chapter 1

  • Reader Outcomes
  • What Is Executive Functioning (EF)?
  • How do ALL Students Benefit from Executive Function Skill Training?
  • Executive Function Skills Training
  • Assessment
  • What Is Universal Design for Learning (UDL)?
  • Metacognition
  • Considering Executive Functions, Metacognition, UDL and Learning
  • Supportive Technologies
  • The 7-Step Model for Executive Function Skills Training
  • Examining Each of the 7-Steps in Detail
  • Conclusion
  • What Happens Then?
  • Think About

Chapter 2 - Working Memeory

  • Reader Outcomes
  • What is Working Memory?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technology
  • Supportive Strategies With Cards
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 3 Prioritizing, Organizing, Sequencing, Managing Time, and Planning

  • Reader Outcomes
  • What 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 Technologies
  • Supportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and Planning
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 4 - Attending, Initiating, and Focusing

  • Reader Outcomes
  • What is Attending, Initiating, and Focusing?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Attending, Initiating, and Focusing
  • Case Study: Carlos
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 5 - Social/Emotional and Inhibiting

  • Reader Outcomes
  • What is Social/Emotional and Inhibiting?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Social/Emotional and Inhibiting
  • Case Study: Carlos
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 6 - Communicating and Cognitive Flexibility/Shifting

  • Reader Outcomes
  • What is Communicating and Cognitive Flexibility/Shifting?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Communicating and Cognitive Flexibility/Shifting
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice

Chapter 7 - Special Considerations Involving Executive Functions

  • Early Childhood
  • Autism Spectrum Disorder (ASD)
  • Homework
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The Executive Function Guidebook

Strategies to Help All Students Achieve Success

Roberta I. Strosnider , Valerie Saxton Sharpe
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April 2019 | 320 pages | Corwin

Format Published Date ISBN Price
Paperback 01/01/2025 9781544379289 $40.95
Lifetime 01/01/2025 9781544338835 $37.00

Teach some of the most important skills your students will ever need! 

“Please, try harder.” “Please, pay attention.” “Please, behave.” Most students want to do what it takes to succeed, but sometimes that’s easier said than done. Executive function skills such as self-regulation, focus, planning, and time management must be taught, and they take practice. When you work on them in class, you give students the tools they need to not only learn but also monitor themselves.
 
Teaching executive function skills in your classroom doesn’t have to be difficult. This unique guidebook—designed with busy teachers in mind—introduces a flexible seven-step model that incorporates Universal Design for Learning (UDL) principles and the use of metacognition. Features include

  • Descriptions of each skill and its impact on learning
  • Examples of instructional steps to assist students as they set goals and work to achieve success.
  • Strategies coded by competency and age/grade level
  • Authentic snapshots and “think about” sections
  • Templates for personalized goal-setting, data collection, and success plans
  • Accompanying strategy cards

Whether you teach kindergarten, high school, or anything in between, you can make executive function training part of your teaching. As students’ proficiencies improve, you will see their confidence and capability increase—setting the stage for their success in school and in life.

 


Table Of Contents:

  • Introduction
  • Chapter 1
  • Reader Outcomes
  • What Is Executive Functioning (EF)?
  • How do ALL Students Benefit from Executive Function Skill Training?
  • Executive Function Skills Training
  • Assessment
  • What Is Universal Design for Learning (UDL)?
  • Metacognition
  • Considering Executive Functions, Metacognition, UDL and Learning
  • Supportive Technologies
  • The 7-Step Model for Executive Function Skills Training
  • Examining Each of the 7-Steps in Detail
  • Conclusion
  • What Happens Then?
  • Think About
  • Chapter 2 - Working Memeory
  • Reader Outcomes
  • What is Working Memory?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technology
  • Supportive Strategies With Cards
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice
  • Chapter 3 Prioritizing, Organizing, Sequencing, Managing Time, and Planning
  • Reader Outcomes
  • What 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 Technologies
  • Supportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and Planning
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice
  • Chapter 4 - Attending, Initiating, and Focusing
  • Reader Outcomes
  • What is Attending, Initiating, and Focusing?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Attending, Initiating, and Focusing
  • Case Study: Carlos
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice
  • Chapter 5 - Social/Emotional and Inhibiting
  • Reader Outcomes
  • What is Social/Emotional and Inhibiting?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Social/Emotional and Inhibiting
  • Case Study: Carlos
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice
  • Chapter 6 - Communicating and Cognitive Flexibility/Shifting
  • Reader Outcomes
  • What is Communicating and Cognitive Flexibility/Shifting?
  • What Does a Deficit Look Like?
  • How Does a Difficulty in this EF Area Impact Student Achievement?
  • Supportive Technologies
  • Supportive Strategies With Cards for Communicating and Cognitive Flexibility/Shifting
  • Case Study: Amanda
  • The 7-Step Model
  • Summary, What Happens Then?, and Practice
  • Chapter 7 - Special Considerations Involving Executive Functions
  • Early Childhood
  • Autism Spectrum Disorder (ASD)
  • Homework

Recent Product Reviews:

As being both a professor of special education and an educator with ADHD, executive functioning has always been a struggle. But this book helped make it clearer for myself and my future teachers I am training.
Dr Gwendolyn Deger, Education Dept, Westminster College
"As an administrator who works with students who have a variety of emotional and behavioral issues, understanding executive functioning is an important part of reaching some of my toughest students. We cannot always assume that the inside and outside of a student are working in sync. This book offers a lot of insight to students’ difficulties with day-to-day tasks and provides easy-to-implement strategies."
Erin Schons, Assistant Education Director, Children’s Home Society, Children’s Home Society
"The Executive Function Guidebook addresses specific tasks that are problematic for students and that often lead to behaviors, frustrations, meltdowns, and a sense of failure. The authors offer practical steps and tips for general and special educators and provide curricular tools such as strategy cards, illustrations, and data collection forms (to name just a few), making this book a complete package that will encourage teachers to address the needs of their students."
Deborah E. Griswold, Ph.D., Assistant Professor of Practice, University of Kansas, Department of Special Education, University of Kansas, Department of Special Education
“The authors have designed a clear, multi-step approach for teaching executive function skills that is based on Universal Design for Learning (UDL), so that educators can integrate the strategies into their typical instruction with ease. The inclusion of case studies and checklists provides a roadmap for effective implementation.”
Kent McIntosh, Professor of Special Education, University of Oregon, College of Education, University of Oregon, College of Education
"I struggle with helping my students be successful in class. There are always students who lack focus, don’t turn in their homework, or have trouble writing. They shut down, and it becomes a struggle to get them to move toward success. The Executive Function Guidebook destroys those barriers, making struggles manageable. and allowing for success for each individual learner. Students will learn to focus through clear strategies and metacognition. Homework will be completed and turned in because students will be given the tools they need to be successful. They will be in charge of their learning and success."
Tamara Daugherty, Third Grade Teacher, Zellwood Elementary, Zellwood Elementary

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