ERIC Number: ED493739
Record Type: Non-Journal
Publication Date: 2007
Reference Count: N/A
Executive Function in Education: From Theory to Practice
Meltzer, Lynn, Ed.
This uniquely integrative book brings together leading researchers and practitioners from education, neuroscience, and psychology. It presents a theoretical framework for understanding executive function difficulties together with a range of effective approaches to assessment and instruction. Coverage includes executive function processes in specific disorders-language-based learning disabilities, nonverbal learning disabilities, and autism spectrum disorder--as well as ways to support all students in developing vital skills for self-directed learning. Specific teaching methods are discussed for reading, writing, and math. Scholarly and authoritative yet highly practical, the book provides guidelines for intervening at the level of the individual child, the classroom, and the entire school. For course use, this book may serve as a text in graduate-level courses addressing learning and the brain. This book contains the following three sections. Section I, Executive Function: Theoretical and Conceptual Frameworks, contains the first four chapters: (1) Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities (Martha Bridge Denckla); (2) "Hill, Skill, and Will": Executive Function from a Multiple-Intelligences Perspective (Seana Moran and Howard Gardner); (3) Executive Capacities from a Developmental Perspective (Jane Holmes Bernstein and Deborah P. Waber); and (4) Connecting Cognitive Science and Neuroscience to Education: Potentials and Pitfalls in Inferring Executive Processes (Kurt W. Fischer and Samantha G. Daley). Section II, Executive Function Difficulties in Different Diagnostic Groups: Challenges of Identification and Treatment, continues with these chapters: (5) Executive Function Difficulties and Learning Disabilities: Understandings and Misunderstandings (Lynn Meltzer and Kalyani Krishnan); (6) Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Learning (Judith A. Stein and Kalyani Krishnan); and (7) Executive Dysfunction in Autism Spectrum Disorders: From Research to Practice (Sally Ozonoff and Patricia L. Schetter). Section III, Interventions to Address Executive Function Processes, contains these chapters: (8) Executive Function in the Classroom: Embedding Strategy Instruction into Daily Teaching Practices (Lynn Meltzer, Laura Sales Pollica, and Mirit Barzillai); (9) Executive Control of Reading Comprehension in the Elementary School (Irene West Gaskins, Eric Satlow, and Michael Pressley); (10) Addressing Executive Function Problems in Writing: An Example from the Self-Regulated Strategy Development Model (Steve Graham, Karen R. Harris, and Natalie Olinghouse); (11) The Strategic Math Classroom: Executive Function Processes and Mathematics Learning (Bethany N. Roditi and Joan Steinberg); (12) Teaching Metacognitive Strategies That Address Executive Function Processes within a Schoolwide Curriculum (Irene West Gaskins and Michael Pressley); and (13) Deficits in Executive Function Processes: A Curriculum-Based Intervention (David Rose and Katherine Rose).
Descriptors: Identification (Psychology), Teaching Methods, Nonverbal Learning, Learning Disabilities, Autism, Hyperactivity, Attention Deficit Disorders, Pervasive Developmental Disorders, Independent Study
Guilford Press. 72 Spring Street, New York, NY 10012. Tel: 800-365-7006; Tel: 212-431-9800; Fax: 212-966-6708; e-mail: email@example.com; Web site: http://www.guilford.com
Publication Type: Books; Collected Works - General; Guides - General
Education Level: N/A
Authoring Institution: N/A
IES Cited: ED565617