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Executive Skills in Children and Adolescents:- 1572309288, paperback, Peg Dawson
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- Book Title
- Executive Skills in Children and Adolescents: A Practical Guide t
- ISBN
- 9781572309289
- Subject Area
- Education, Psychology, Medical
- Publication Name
- Executive Skills in Children and Adolescents : Assessment and Intervention
- Item Length
- 10.9 in
- Publisher
- Guilford Publications
- Subject
- Special Education / General, Psychotherapy / Child & Adolescent, Psychiatry / Child & Adolescent, Assessment, Testing & Measurement
- Series
- The Guilford Practical Intervention in the Schools Ser.
- Publication Year
- 2003
- Type
- Textbook
- Format
- Trade Paperback
- Language
- English
- Item Height
- 0.4 in
- Item Width
- 8.4 in
- Item Weight
- 14.3 Oz
- Number of Pages
- 129 Pages
關於產品
Product Information
In clear, step-by-step detail, this highly practical manual provides a research-based framework for strengthening executive functioning in children and adolescents. The book explains how executive skills develop in children and are used in everyday life--from the self-regulation required for responsible behavior to the planning and initiation abilities needed to complete homework on time. Guidelines are presented for conducting multimodal assessments and using the results to plan environmental modifications, individualized instruction, coaching, and whole-class interventions. Attention is also given to working with children with ADHD and other clinical problems in which executive skills are impaired. Many of the techniques described can be implemented by teachers and parents in collaboration with school-based clinicians. Designed in a large-size format with convenient, lay-flat binding, the manual includes over a dozen reproducible assessment tools, checklists, and planning sheets, ready to photocopy and use.
Product Identifiers
Publisher
Guilford Publications
ISBN-10
1572309288
ISBN-13
9781572309289
eBay Product ID (ePID)
2388856
Product Key Features
Publication Name
Executive Skills in Children and Adolescents : Assessment and Intervention
Format
Trade Paperback
Language
English
Subject
Special Education / General, Psychotherapy / Child & Adolescent, Psychiatry / Child & Adolescent, Assessment, Testing & Measurement
Series
The Guilford Practical Intervention in the Schools Ser.
Publication Year
2003
Type
Textbook
Subject Area
Education, Psychology, Medical
Number of Pages
129 Pages
Dimensions
Item Length
10.9 in
Item Height
0.4 in
Item Width
8.4 in
Item Weight
14.3 Oz
Additional Product Features
LCCN
2003-015732
Lc Classification Number
Bf723.E93d39 2004
Reviews
"...a valuable resource for practitioners and a good introduction to the topic."--Canadian Journal of Education "Great manual, well worth referring to regularly."--The Canadian Child and Adolescent Psychiatry Review "The intervention chapters for individual children (rather than classroom-wide interventions) are particularly well written and may be extremely helpful to educators as well as parents....This is a short book with a strong message especially for those parents and educators who deal with children who have difficulties in achieving executive skills. It is clear, concise, and easy to understand. I am not aware of any comparable book that can be used as a practical guide for parents and educators and that approaches this entire problem without a reliance on pharmacology....3 Stars."--Doody's Electronic Journal, "The perfect introductory book to understanding executive skills....The appendix includes planning worksheets accessible to families and professionals that help them to identify and understand executive skill deficits and to address them in the family and school environment. We have used this book in our own practice and have given it to clients for their use as well. We love this book, and it has earned the EP Symbol of Excellence. This book is a must have!"--Exceptional Parent "...a valuable resource for practitioners and a good introduction to the topic."--Canadian Journal of Education "Great manual, well worth referring to regularly."--The Canadian Child and Adolescent Psychiatry Review "The intervention chapters for individual children (rather than classroom-wide interventions) are particularly well written and may be extremely helpful to educators as well as parents....This is a short book with a strong message especially for those parents and educators who deal with children who have difficulties in achieving executive skills. It is clear, concise, and easy to understand. I am not aware of any comparable book that can be used as a practical guide for parents and educators and that approaches this entire problem without a reliance on pharmacology....3 Stars."--Doody's Review Service, "Teachers, neuropsychologists, and health professionals are frequently asked to work with children and adolescents experiencing difficulties in 'high-level' skills--such as organization, attention, and problem solving--which impede learning and skill acquisition. Despite the prevalence of these problems, there is little practical information available to guide practitioners. This text provides a unique contribution, incorporating simple but comprehensive descriptions of such problems and how to identify them. Its greatest strength, however, lies in its inclusion of a range of helpful and practical intervention strategies that facilitate an integrated approach across home, school, and child."--Vicki Anderson, PhD, Department of Psychology, Royal Children's Hospital, Melbourne, Australia "This volume is filled with promising practices for evaluating and improving children's executive functioning. The concept of executive functioning, informed by research in neuropsychology, provides new ways of viewing children's strengths and weaknesses. Initially developed to target the processing problems of children with ADHD and traumatic brain injury, this approach shows potential for assisting all children in the classroom. The book's interview protocols and checklists provide readers with specific guidance for informed professional practice."--Jonathan Sandoval, PhD, School of Education, University of California, Davis "Dawson and Guare go far beyond the description of executive skill deficits found in currently available texts to provide school psychologists, special and general education teachers, graduate students, and researchers with empirically based, practical guidelines for assessment and treatment. A particular strength of their approach is a multi-component assessment model that includes formal standardized measures typically used in evaluating executive functioning difficulties as well as measures designed to assess executive skills in real-world' situations. Thus, assessment data are linked directly to the design and evaluation of interventions based on children's individual strengths and weaknesses. By far the most noteworthy aspect of this book, however, is the detailed coverage and multiple examples of interventions, including environmental modifications, interventions addressing specific executive skills, coaching, and class-wide strategies. These interventions are not only based on solid research support but also have the added advantage of being practical and feasible for teachers and parents to use on a regular basis. Multiple, diverse case examples are provided to aid readers in understanding the nuances of assessment and treatment, and many helpful handouts facilitate implementation. This book would be an appropriate text for graduate-level courses in psychological/behavioral assessment and school/child interventions."--George J. DuPaul, PhD, School Psychology Program, Lehigh University "Difficulties with self-regulation of behavior and of thinking are among the most stressful and difficult-to-deal-with issues faced by parents and teachers of children with disabilities. Dawson and Guare deserve high praise for presenting a practical, integrated, and easy-to-digest approach to disorders of executive self-regulation in children. Their emphasis on intervention within the routines of everyday life, with adults acting as the children's coaches, is most welcome, as are their many user-friendly forms and helpful case illustrations. This book will serve as a valuable resource for teachers, special educators, and parents."--Mark Ylvisaker, PhD, School of Education, College of Saint Rose, Albany, NY, "The perfect introductory book to understanding executive skills....The appendix includes planning worksheets accessible to families and professionals that help them to identify and understand executive skill deficits and to address them in the family and school environment. We have used this book in our own practice and have given it to clients for their use as well. We love this book, and it has earned the EP Symbol of Excellence. This book is a must have!"--Exceptional Parent "...a valuable resource for practitioners and a good introduction to the topic."--Canadian Journal of Education "Great manual, well worth referring to regularly."--The Canadian Child and Adolescent Psychiatry Review "The intervention chapters for individual children (rather than classroom-wide interventions) are particularly well written and may be extremely helpful to educators as well as parents....This is a short book with a strong message especially for those parents and educators who deal with children who have difficulties in achieving executive skills. It is clear, concise, and easy to understand. I am not aware of any comparable book that can be used as a practical guide for parents and educators and that approaches this entire problem without a reliance on pharmacology....3 Stars."--Doody's Review Service, "Teachers, neuropsychologists, and health professionals are frequently asked to work with children and adolescents experiencing difficulties in 'high-level' skills--such as organization, attention, and problem solving--which impede learning and skill acquisition. Despite the prevalence of these problems, there is little practical information available to guide practitioners. This text provides a unique contribution, incorporating simple but comprehensive descriptions of such problems and how to identify them. Its greatest strength, however, lies in its inclusion of a range of helpful and practical intervention strategies that facilitate an integrated approach across home, school, and child."--Vicki Anderson, PhD, Department of Psychology, Royal Children's Hospital, Melbourne, Australia "This volume is filled with promising practices for evaluating and improving children's executive functioning. The concept of executive functioning, informed by research in neuropsychology, provides new ways of viewing children's strengths and weaknesses. Initially developed to target the processing problems of children with ADHD and traumatic brain injury, this approach shows potential for assisting all children in the classroom. The book's interview protocols and checklists provide readers with specific guidance for informed professional practice."--Jonathan Sandoval, PhD, School of Education, University of California, Davis "Dawson and Guare go far beyond the description of executive skill deficits found in currently available texts to provide school psychologists, special and general education teachers, graduate students, and researchers with empirically based, practical guidelines for assessment and treatment. A particular strength of their approach is a multi-component assessment model that includes formal standardized measures typically used in evaluating executive functioning difficulties as well as measures designed to assess executive skills in ¿real-world' situations. Thus, assessment data are linked directly to the design and evaluation of interventions based on children's individual strengths and weaknesses. By far the most noteworthy aspect of this book, however, is the detailed coverage and multiple examples of interventions, including environmental modifications, interventions addressing specific executive skills, coaching, and class-wide strategies. These interventions are not only based on solid research support but also have the added advantage of being practical and feasible for teachers and parents to use on a regular basis. Multiple, diverse case examples are provided to aid readers in understanding the nuances of assessment and treatment, and many helpful handouts facilitate implementation. This book would be an appropriate text for graduate-level courses in psychological/behavioral assessment and school/child interventions."--George J. DuPaul, PhD, School Psychology Program, Lehigh University "Difficulties with self-regulation of behavior and of thinking are among the most stressful and difficult-to-deal-with issues faced by parents and teachers of children with disabilities. Dawson and Guare deserve high praise for presenting a practical, integrated, and easy-to-digest approach to disorders of executive self-regulation in children. Their emphasis on intervention within the routines of everyday life, with adults acting as the children's coaches, is most welcome, as are their many user-friendly forms and helpful case illustrations. This book will serve as a valuable resource for teachers, special educators, and parents."--Mark Ylvisaker, PhD, School of Education, College of Saint Rose, Albany, New York, "Teachers, neuropsychologists, and health professionals are frequently asked to work with children and adolescents experiencing difficulties in 'high-level' skills--such as organization, attention, and problem solving--which impede learning and skill acquisition. Despite the prevalence of these problems, there is little practical information available to guide practitioners. This text provides a unique contribution, incorporating simple but comprehensive descriptions of such problems and how to identify them. Its greatest strength, however, lies in its inclusion of a range of helpful and practical intervention strategies that facilitate an integrated approach across home, school, and child."--Vicki Anderson, PhD, Department of Psychology, Royal Children's Hospital, Melbourne, Australia "This volume is filled with promising practices for evaluating and improving children's executive functioning. The concept of executive functioning, informed by research in neuropsychology, provides new ways of viewing children's strengths and weaknesses. Initially developed to target the processing problems of children with ADHD and traumatic brain injury, this approach shows potential for assisting all children in the classroom. The book's interview protocols and checklists provide readers with specific guidance for informed professional practice."--Jonathan Sandoval, PhD, School of Education, University of California, Davis "Dawson and Guare go far beyond the description of executive skill deficits found in currently available texts to provide school psychologists, special and general education teachers, graduate students, and researchers with empirically based, practical guidelines for assessment and treatment. A particular strength of their approach is a multi-component assessment model that includes formal standardized measures typically used in evaluating executive functioning difficulties as well as measures designed to assess executive skills in ¿real-world' situations. Thus, assessment data are linked directly to the design and evaluation of interventions based on children's individual strengths and weaknesses. By far the most noteworthy aspect of this book, however, is the detailed coverage and multiple examples of interventions, including environmental modifications, interventions addressing specific executive skills, coaching, and class-wide strategies. These interventions are not only based on solid research support but also have the added advantage of being practical and feasible for teachers and parents to use on a regular basis. Multiple, diverse case examples are provided to aid readers in understanding the nuances of assessment and treatment, and many helpful handouts facilitate implementation. This book would be an appropriate text for graduate-level courses in psychological/behavioral assessment and school/child interventions."--George J. DuPaul, PhD, School Psychology Program, Lehigh University "Difficulties with self-regulation of behavior and of thinking are among the most stressful and difficult-to-deal-with issues faced by parents and teachers of children with disabilities. Dawson and Guare deserve high praise for presenting a practical, integrated, and easy-to-digest approach to disorders of executive self-regulation in children. Their emphasis on intervention within the routines of everyday life, with adults acting as the children's coaches, is most welcome, as are their many user-friendly forms and helpful case illustrations. This book will serve as a valuable resource for teachers, special educators, and parents."--Mark Ylvisaker, PhD, School of Education, College of Saint Rose, Albany, NY, "Teachers, neuropsychologists, and health professionals are frequently asked to work with children and adolescents experiencing difficulties in 'high-level' skills--such as organization, attention, and problem solving--which impede learning and skill acquisition. Despite the prevalence of these problems, there is little practical information available to guide practitioners. This text provides a unique contribution, incorporating simple but comprehensive descriptions of such problems and how to identify them. Its greatest strength, however, lies in its inclusion of a range of helpful and practical intervention strategies that facilitate an integrated approach across home, school, and child."--Vicki Anderson, PhD, Department of Psychology, Royal Children's Hospital, Melbourne, Australia "This volume is filled with promising practices for evaluating and improving children's executive functioning. The concept of executive functioning, informed by research in neuropsychology, provides new ways of viewing children's strengths and weaknesses. Initially developed to target the processing problems of children with ADHD and traumatic brain injury, this approach shows potential for assisting all children in the classroom. The book's interview protocols and checklists provide readers with specific guidance for informed professional practice."--Jonathan Sandoval, School of Education, University of California, Davis "Dawson and Guare go far beyond the description of executive skill deficits found in currently available texts to provide school psychologists, special and general education teachers, graduate students, and researchers with empirically based, practical guidelines for assessment and treatment. A particular strength of their approach is a multi-component assessment model that includes formal standardized measures typically used in evaluating executive functioning difficulties as well as measures designed to assess executive skills in ¿real-world' situations. Thus, assessment data are linked directly to the design and evaluation of interventions based on children's individual strengths and weaknesses. By far the most noteworthy aspect of this book, however, is the detailed coverage and multiple examples of interventions, including environmental modifications, interventions addressing specific executive skills, coaching, and class-wide strategies. These interventions are not only based on solid research support but also have the added advantage of being practical and feasible for teachers and parents to use on a regular basis. Multiple, diverse case examples are provided to aid readers in understanding the nuances of assessment and treatment, and many helpful handouts facilitate implementation. This book would be an appropriate text for graduate-level courses in psychological/behavioral assessment and school/child interventions."--George J. DuPaul, PhD, School Psychology Program, Lehigh University "Difficulties with self-regulation of behavior and of thinking are among the most stressful and difficult-to-deal-with issues faced by parents and teachers of children with disabilities. Dawson and Guare deserve high praise for presenting a practical, integrated, and easy-to-digest approach to disorders of executive self-regulation in children. Their emphasis on intervention within the routines of everyday life, with adults acting as the children's coaches, is most welcome, as are their many user-friendly forms and helpful case illustrations. This book will serve as a valuable resource for teachers, special educators, and parents."--Mark Ylvisaker, PhD, School of Education, College of Saint Rose, Albany, New York
Table of Content
Contents 1. Overview of Executive Skills 2. Assessing Executive Skills 3. Linking Assessment to Intervention 4. Interventions to Promote Executive Skills 5. Coaching Students with Executive Skill Deficits 6. Classroom-Wide Interventions 7. Applications to Specific Populations Appendix References
Copyright Date
2004
Target Audience
Scholarly & Professional
Dewey Decimal
155.4/13
Dewey Edition
22
Illustrated
Yes
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