The Executive Function Guidebook: Strategies to Help All Students Achieve Success
Publication Year: 2019
Incorporate executive function training into any classroom with a flexible seven-step model utilizing UDL principles and metacognition. Includes 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; templates for personalized goal setting, data collection, and success plans; and strategy cards.
- Front Matter
- Back Matter
- Subject Index
- Chapter 1: WHAT YOU NEED TO KNOW BEFORE DECIDING TO IMPLEMENT EXECUTIVE FUNCTION (EF) SKILLS TRAINING AND THE 7-STEP MODEL
- Chapter 2: WORKING MEMORY AND SUPPORTIVE STRATEGIES
- Chapter 3: PRIORITIZING, ORGANIZING, SEQUENCING, MANAGING TIME, PLANNING, AND SUPPORTIVE STRATEGIES
- Chapter 4: ATTENDING, INITIATING, FOCUSING, AND SUPPORTIVE STRATEGIES
- Chapter 5: SOCIAL/EMOTIONAL AND INHIBITING AND SUPPORTIVE STRATEGIES
- Chapter 6: COMMUNICATING AND COGNITIVE FLEXIBILITY/SHIFTING AND SUPPORTIVE STRATEGIES
- Chapter 7: SPECIAL CONSIDERATIONS INVOLVING EXECUTIVE FUNCTIONS
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Library of Congress Cataloging-in-Publication Data
Names: Strosnider, Roberta, author. | Sharpe, Valerie Saxton, author.
Title: The executive function guidebook : strategies to help all students achieve success / Roberta Strosnider, Valerie Sharpe.
Description: Thousand Oaks, California : Corwin, 2019. | Includes bibliographical references and index.
Identifiers: LCCN 2018045092 | ISBN 9781071801383 (paperback : acid-free paper)
Subjects: LCSH: Cognitive learning. | Executive functions (Neuropsychology) | Academic achievement—Psychological aspects.
Classification: LCC LB1062 .S835 2019 | DDC 370.15/2—dc23 LC record available at https://lccn.loc.gov/2018045092
19 20 21 22 23 10 9 8 7 6 5 4 3 2 1
Program Director: Jessica Allan
Content Development Editor: Lucas Schleicher
Senior Editorial Assistant: Mia Rodriguez
Production Editor: Amy Schroller
Copy Editor: Diane DiMura
Proofreader: Dennis Webb
Indexer: Molly Hall
Cover Designer: Gail Buschman
Marketing Manager: Margaret O’Connor
DISCLAIMER: This book may direct you to access third-party content via Web links, QR codes, or other scannable technologies, which are provided for your reference by the author(s). Corwin makes no guarantee that such third-party content will be available for your use and encourages you to review the terms and conditions of such third-party content. Corwin takes no responsibility and assumes no liability for your use of any third-party content, nor does Corwin approve, sponsor, endorse, verify, or certify such third-party content.
List of Online Appendices[Page vi]
- Meet Amanda—Case Study
- Meet Carlos—Case Study
- Meet Emily—Case Study
- Meet Fariha—Case Study
- Meet Jackson—Case Study
- Cognitive/Metacognitive Strategy Instruction Poster
- Metacognition Bookmark
- Sample Executive Function (EF) Planning Chart
- The Student Game Plan for Elementary Students
- The Student Game Plan for Secondary Students
- Sample Selecting a Strategy for the Student While Integrating UDL
- Student Implementation of Strategy With a Focus on Metacognition and UDL Principles
- Considerations for Ongoing Data Analysis Chart
- Sample Template for Final Assessment of the Strategy
- Sample Student Success Plan for Both Elementary and Secondary Students
- Sample Student Self-Assessment Tool—Elementary and Middle School
We have had a variety of experiences in our teaching careers from P–12 to college-level teaching. Most of our professional lives have been spent in school settings where students were having success; however, some students were not finding success. It was the latter for whom we first saw a need for executive function skill training.
We first had the opportunity to develop and teach executive function training skills to P–12 students through a program we developed, Project Boost. Many people were responsible for helping us make Project Boost happen. We would like to thank Jim Strosnider for his dedicated work as financial officer of Project Boost as well as teaching at the camps. We thank all of our teachers including Kim Hale, Kristy Sharpe, and Kelly Sharpe for helping prepare for and teaching at Project Boost. Kim and Kelly continued to teach at every camp and provided planning for and executive function training throughout the year to students. We would be remiss if we did not mention that Kendall Hale attended every camp offered and assisted in teaching many of the skills. We thank Sophie and Brinkley Strosnider and Kendall and Jay Hale for the helpful videos they made to demonstrate their use of strategies they learned in Project Boost.
A special thank you goes out to Hannah and the Smith family for being our “first” student and family we worked with on executive functions. Hannah’s success and their ongoing support were instrumental in our search for how to effectively teach executive function skills.
We thank Friends School, Hood College, Park School, our campers, teachers, and all those associated with Project Boost for giving us an opportunity to offer this program. It would not have been possible without the generous support from friends, family, and organizations such as Green-Walled Garden Club, P. Buckley Moss Foundation, and Leah Johnson with the Frederick County Child Advocacy Center for help with raising money for scholarships.
We thank our teacher candidates and graduate students at Hood College, Towson University, and Frostburg State University who were trained in and continue to teach executive function skills in their classrooms. We are grateful for your continuing to collaborate with us and allowing us to be a part of your classroom experience. Also, a special thank you to Kim Hale for making us part of her teaching experience in an ongoing partnership.
We have many colleagues and friends who have been instrumental in our successful completion of this book. We especially want to thank Dr. Debi Gartland for her years of [Page viii]belief in and promotion of our work. We thank Ms. Kirsten McBride, who guided and encouraged us to see our goal of writing this book to fruition. We thank Frostburg State University and Dr. Jamey Tobery-Nystrom for the opportunity to develop and offer a course in teaching Executive Function Methods. We appreciate the collaboration and encouragement we received from Dr. Steven Feifer, Dr. Oma Gail Simmons, and Ms. Jen Weaver for their collaboration and encouragement. We also thank all of the Corwin reviewers.
We have had the opportunity to present our work to teachers throughout the country. We especially thank the Council for Exceptional Children for including us in their Pre-Convention Workshops and convention presentations, and Ms. Ravae Todd of the Hawaii State Department of Education, Hilo, Hawaii, for opportunities to work with administrators, teachers, and teacher assistants in executive function skill training.Publisher’s Acknowledgments
Corwin gratefully acknowledges the contributions of the following reviewers:
Academic Performance Specialist
Crystal Lake, IL
Colegio Anglo Colombiano
Deborah E. Griswold
Assistant Professor of Practice
University of Kansas, Department of Special Education
Director of Federal Programs
Learning Matters Educational Group
University of Oregon
Assistant Education Director
Children’s Home Society
Sioux Falls, SD
About the Authors
List of Contributors[Page xi]
Andi Anglin-Alonso, Special EducatorGrade: ElementaryMontgomery County Public Schools, Maryland
Laura Beck, LMSWHigh School: Executive Function Skills Program Designed for Students At-RiskOxford Schools, Michigan
Nadya Chacon, General EducatorGrade: 1Montgomery County Public Schools, Maryland
Jessica Gray, Special EducatorGrades: K–2Montgomery County Public Schools, Maryland
Kimberly Hale, General EducatorGrade: 3Wake County Public Schools, North Carolina
Elisabeth Halici, General EducatorGrades: Elementary and MiddleMontgomery County Public Schools, Maryland
Meredith Julius, MAHigh School: Executive Function Skills Program Designed for Students At-RiskBerkley Schools, Michigan; Formerly Oxford Schools, Michigan
Mychael Moe, Special EducatorGrade: Ka’u High and Pahala Elementary School (KHPES), Ka’u High, and Pahala Elementary Hilo, HawaiiGrade: 8Grade: 6Grade: 9Grade: 10
Shannon Sullivan, Special EducatorGrades: Middle School Montgomery County Public Schools, Maryland
Batya Toso, Special EducatorGrades: K, 4, 5Montgomery County Public Schools, Maryland
Jennifer Cossette Ventura, General EducatorGrade: 1Montgomery County Public Schools, Maryland
To my husband Jim, thank you for all your love, your belief in and work to bring executive function skill training to all students, and for being a source of strength to me as I have worked on this book.
To my children, Kent, thank you for believing in and supporting me and Kim, thank you for participating as a coach in Project Boost and contributing to this book. I would also like to thank their spouses, Laura and Jamie, for all your encouragement in the writing of this book. To my grandchildren, Sophie, Kendall, Brinkley, and Jay, thank you for your love and participation in Project Boost; you are the best grandchildren ever.
To my husband Mike, thank you for your never ending love, support, encouragement, and active listening skills during the writing of this book. Your thoughtful, and sometimes humorous comments were a sure sign that you understood the importance of me seeing this project through to fruition.
To my loving children, Kristy, Kelly, Jeremy, and Alex, you are the best cheerleaders a mom could have. To Kristy and Kelly, thank you for your years of participation as coaches in Project Boost.
To all of our P–12 and higher education students, thank you for the opportunity to have a small part in your education.
—Roberta Strosnider and Val Sharpe
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