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Guilford Publications
04 July 2018
More than 100,000 school practitioners and teachers (K-12) have benefited from the step-by-step guidelines and practical tools in this influential go-to resource, now revised and expanded with six new chapters. The third edition presents effective ways to assess students' strengths and weaknesses, create supportive instructional environments, and promote specific skills, such as organization, time management, sustained attention, and emotional control. Strategies for individualized and classwide intervention are illustrated with vivid examples and sample scripts. In a large-size format with lay-flat binding for easy photocopying, the book includes 38 reproducible forms and handouts. Purchasers get access to a Web page where they can download and print the reproducible materials.

New to This Edition *Chapter with guidance and caveats for developing individual education programs (IEPs), 504 Plans, and multi-tiered systems of support (MTSS). *Chapters on working with students with attention-deficit/hyperactivity disorder (ADHD) and autism spectrum disorder. *Three guest-authored chapters describing exemplary schoolwide applications. *More student centered--provides a template for involving children in intervention decision making. *Fully updated with the latest developments in the field.

This book is in The Guilford Practical Intervention in the Schools Series, edited by T. Chris Riley-Tillman.
By:   Peg Dawson (EdD Center for Learning and Attention Disorders Seacoast Mental Health Center Portsmouth NH), Richard Guare (PhD, Center for Learning and Attention Disorders, Seacoast Mental Health Center, Portsmouth, NH)
Imprint:   Guilford Publications
Country of Publication:   United States
Edition:   3rd New edition
Dimensions:   Height: 266mm,  Width: 203mm, 
Weight:   738g
ISBN:   9781462535316
ISBN 10:   1462535313
Series:   Guilford Practical Intervention in the Schools
Pages:   332
Publication Date:   04 July 2018
Audience:   College/higher education ,  Further / Higher Education ,  A / AS level
Format:   Paperback
Publisher's Status:   Active
List of Figures and Tables I. Basic Principles of Assessment and Intervention 1. Overview of Executive Skills 2. Assessing Executive Skills 3. Linking Assessment to Intervention 4. Providing a Continuum of Services to Address the Needs of Students with Weak Executive Skills 5. Interventions to Promote Executive Skills II. Interventions for Specific Problem Situations and Specific Executive Skills 6. Specific Teaching Routines to Promote Executive Skill Development 7. Interventions for Specific Executive Skills Domains 8. Strategies and Guidelines for Managing Executive Skills in Children with ADHD 9. Executive Skills in Autism, with Colin Guare 10. Coaching Students with Executive Skills Deficits 11. Planning for Transitions III. Whole-School Applications 12. Implementation and Accessibility of Executive Skills, Mara Berzins & Nicola Daykin 13. EFS 2 The Rescue Pedagogy, Laurie Faith 14. Building an Executive Functioning Culture in the Classroom: How a Small Group of Teachers Changed a School, Timothy McElroy Appendix. Reproducible Forms References Index

Peg Dawson, EdD, is a psychologist on the staff of the Center for Learning and Attention Disorders at Seacoast Mental Health Center in Portsmouth, New Hampshire. She also does professional development training on executive skills for schools and organizations nationally and internationally. Dr. Dawson is a past president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP), and the International School Psychology Association, and a recipient of the Lifetime Achievement Award from NASP. She is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, Smart but Scattered--and Stalled (with a focus on emerging adults), and The Smart but Scattered Guide to Success (with a focus on adults). Dr. Dawson is also coauthor of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Third Edition. Richard Guare, PhD, is Director of the Center for Learning and Attention Disorders at Seacoast Mental Health Center in Portsmouth, New Hampshire. Dr. Guare's research and publications focus on the understanding and treatment of learning and attention difficulties. He is a neuropsychologist and board-certified behavior analyst who frequently consults to schools and agencies. He is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, Smart but Scattered--and Stalled (with a focus on emerging adults), and The Smart but Scattered Guide to Success (with a focus on adults). Dr. Guare is also coauthor of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Third Edition.

Reviews for Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention

I thought the second edition was wonderful, but am blown away by the third edition. It contains systematic and practical methods, case studies, and checklists for enhancing executive skills of children from early childhood through adolescence. The book emphasizes an essential multi-tiered continuum of prevention and supports for students with and without disabilities. Updated and expanded chapters on assessment, instruction, and intervention integrate how-to procedures with current research advances. Notable new chapters focus on children with autism and ADHD; several chapters written by teachers apply executive skill concepts to whole-school approaches. This is the most comprehensive and useful resource about executive skills available. It is indispensable as a text for university courses and a resource for education and mental health professionals. --Patti L. Harrison, PhD, School Psychology Program (Emeritus), University of Alabama This is a very welcome third edition of an excellent book that already has a proven track record in schools. Particularly welcome are the new chapters that provide inspiring examples of whole-school approaches as well as the clear guidance for team-based identification, assessment, and targeted support for individual children with underdeveloped executive skills. A 'must read. --Janet Muscutt, MEd, MSc, DEdPsych, CPsychol, FBPS, consultant educational psychologist, Manchester, United Kingdom; Secretary, International School Psychology Association


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