Executive Function Skills in the Classroom: Overcoming Barriers, Building Strategies (The Guilford Practical Intervention in the Schools Series)

Product Description
With insight and humor, this motivating guide shows how to bring executive functions (EF) to the forefront in K–8 classrooms--without adopting a new curriculum or scripted program. Ideal for professional development, the book includes flexible, practical, research-based ideas for implementation in a variety of classroom contexts. It shares stories from dozens of expert teachers who are integrating explicit EF support across the school day. Provided is a clear approach for talking about EF barriers and strategies as part of instruction, and working as a class to problem solve, explore, and apply the strategies that feel right for each student. Purchasers get access to a Web page where they can download and print several reproducible tools in a convenient 8 1/2" x 11" size.
This book is in The Guilford Practical Intervention in the Schools Series, edited by Sandra M. Chafouleas.
Review
"Faith, Bush, and Dawson fully understand that EF deficits are best dealt with by incorporating accommodations and supports into the natural flow of instruction, rather than by using pull-out training methods that have no hope of generalizing back to the classroom. Strengthening EF helps children 'show what they know' where it matters most--in real life. Congratulations to the authors for giving us this very practical guide that will be of great value to school psychologists, educators, and others who support children with EF deficits in school settings."--Russell A. Barkley, PhD, ABPP, ABCN, Department of Psychiatry, Virginia Commonwealth University School of Medicine
“Life is loaded with EF challenges that we navigate every day without realizing it. This book offers a way for teachers the world over to understand and tap into the power of using EF to improve learning and engagement. It is creative, collaborative, and strengths based--exactly what teachers are looking for! The authors provide an adaptable treasure trove of strategies and ideas for engaging students and running a stress-free, effective, and efficient classroom. Whether you are time strapped, like a free-flowing approach, or work in a high-stress environment, there is something for everyone. If you are interested in strengthening your relationship with the students in your classroom and empowering them to be the architects of their own success, run to the store and grab a copy of this book."--Bettina Hohnen, PhD, DClinPsy, Lecturer, Great Ormond Street Institute of Child Health, University College London, United Kingdom
About the Author
Laurie Faith, MEd, is a doctoral student at the Ontario Institute for Studies in Education of the University of Toronto, Canada, where she works in the Learning, Engagement, and Attention Lab and teaches courses in special education and data-based decision making. Ms. Faith is the creator of Activated Learning (AL), a self-regulated learning intervention that she continues to refine alongside a growing community of researchers, trainers, and teachers. She provides professional learning and training for individual teachers and school boards across Ontario, the United States, and the United Kingdom. Prior to pursuing her doctorate, Ms. Faith taught in special and general education classrooms for 17 years. Her website is
activatedlearning.org.
Carol-Anne Bush, MA, is an educational coach in the San Francisco Bay area, specializing in executive functioning. Ms. Bush's experience in K–12 education spans three continents and over three decades. After a long teaching career in the United States, the United Kingdom, and South Africa, she served in various leadership roles, including multiple assistant headships. Ms. Bush’s expertise includes student, teacher, and parent mentorship; stakeholder communication; curriculum design; and whole-school strategy and steering. She is a certified Level III trainer in the Activated Learning approach. Her website is
www.mulberrycoaching.com.
Peg Dawson, E