ERIC Number: EJ1423694
Record Type: Journal
Publication Date: 2024
Pages: 8
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0040-0599
EISSN: EISSN-2163-5684
Targeting the Transition Goals of Teens through Executive Function Support
S. Blair Payne; Elizabeth Swanson
TEACHING Exceptional Children, v56 n4 p202-209 2024
Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly impact a teens ability to achieve post-secondary success, as executive functions support planning, goal setting, and organization. This article provides instruction on how to support teens with disabilities on three executive functions: (a) building habits that form routines, (b) utilizing sensory reminders to manage time, and (c) applying a planning tool. This article also instructs teachers on embedding executive function instruction within transition planning for individualized education programs.
Descriptors: Executive Function, Adolescents, Disabilities, Transitional Programs, Success, Individualized Education Programs, Direct Instruction, Habit Formation, Time Management, Planning, Postsecondary Education, High Schools, Goal Orientation
SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Publication Type: Journal Articles; Reports - Descriptive
Education Level: High Schools; Secondary Education; Postsecondary Education
Audience: Teachers
Language: English
Sponsor: Office of Special Education Programs (OSEP) (ED/OSERS)
Authoring Institution: N/A
Grant or Contract Numbers: H325M150016