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The Executive Function Guidebook - Book Cover
Bestseller!

The Executive Function Guidebook

Strategies to Help All Students Achieve Success
Incorporate executive-function training into any classroom with a seven-step model, strategies coded by competency and age/grade level, examples of instructional steps to assist students as they set goals and work to achieve success, and strategy cards.

Full description


The Executive Function Guidebook - Book Cover
Product Details
  • Grade Level: PreK-12
  • ISBN: 9781544379289
  • Published By: Corwin
  • Year: 2019
  • Page Count: 320
  • Publication date: April 02, 2019
Price: $39.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

Description

Description

Teach some of the most important skills your students will ever need!

“Please, try harder.” “Please, pay attention.” “Please, behave.” Most students want to do what it takes to succeed, but sometimes that’s easier said than done. Executive function skills such as self-regulation, focus, planning, and time management must be taught, and they take practice. When you work on them in class, you give students the tools they need to not only learn but also monitor themselves.

Teaching executive function skills in your classroom doesn’t have to be difficult. This unique guidebook—designed with busy teachers in mind—introduces a flexible seven-step model that incorporates Universal Design for Learning (UDL) principles and the use of metacognition. Features include

  • 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
  • Authentic snapshots and “think about” sections
  • Templates for personalized goal-setting, data collection, and success plans
  • Accompanying strategy cards

Whether you teach kindergarten, high school, or anything in between, you can make executive function training part of your teaching. As students’ proficiencies improve, you will see their confidence and capability increase—setting the stage for their success in school and in life.

Author(s)

Author(s)

Roberta Strosnider photo

Roberta Strosnider

Dr. Roberta Atha Strosnider, Professor Emerita in Special Education, Towson University, Towson, MD currently works as an educational consultant in the areas of executive functioning, learning disabilities, and teacher preparation. Roberta and Val co-founded Project Boost, a program to help students use metacognitive strategies to boost their executive function skills. They wrote and co-taught a curriculum that provides executive function skill training for students K-12 by building skills through a 7-Step Model. This model, described in The Executive Function Guidebook: Strategies to Help All Students Achieve Success, was co-authored by the pair and published by Corwin in 2019. The pair has trained teachers (preservice and in service) and administrators throughout the world to use the program. They currently co-direct the Institute on Executive Functioning to provide teachers methods, including the use of metacognitive strategies, to improve their students’ executive function growth. As Co-Directors of the Institute on Executive Functioning, they provide face to face and online trainings, author instructional videos and develop instructional materials to assist in executive function skill training.

Roberta graduated from Fairmont State University with a major in Secondary Education, and in 2017 she was a recipient of an Alumna of Achievement Award from that institution for her achievements in special education. She earned her master’s degree in Special Education from West Virginia University and her doctorate in Special Education from Virginia Polytechnic Institute and State University. While working in P-12 schools, Roberta taught in both general and special education classes and served in administrative roles. She also taught undergraduate and graduate courses in teacher preparation and held leadership roles at Hood College, Fredrick, MD and Towson University, Towson, MD.

While at Hood College, Roberta received a fellowship to study HIV Prevention Education for Students with Disabilities and was chosen as a national trainer for the Co-Teaching HIV Prevention Program sponsored by the Council for Exceptional Children (CEC). At Towson University, Roberta directed an off-campus teacher preparation program in special and general education and received the Teacher Education Division (TED) of CEC Nasim Dil Award for her service to Special Education Teacher Preparation. She serves her profession as a reviewer and auditor of special education teacher education program reports for the Council for Exceptional Children (CEC). In addition, she has made contributions to the field through publications, presentations, and grants. She also served as a consultant to the Maryland State Department of Education preparing materials and online resources to provide professional development to teachers.

During her career, Roberta has been and continues to be active in advocacy efforts for students with disabilities having served as a board member and advocate for several organizations. Her leadership with the Frederick County, MD Arc Board was recognized with the STAR Award from the Arc. The Council for Learning Disabilities (CLD) awarded her the Floyd G. Hudson Award for her contributions to the field of learning disabilities, and her high school named her to the Bridgeport High School Hall of Fame for her advocacy for students with disabilities. She currently serves as a representative from CLD to other public policy groups such as the National Joint Committee on Learning Disabilities, a group of organizations committed to the education and welfare of individuals with learning disabilities.


Valerie Saxton Sharpe photo

Valerie Saxton Sharpe

Valerie Saxton Sharpe currently works as an educational consultant in the areas of cognitive disabilities, executive functioning, and teacher preparation. Val and Roberta co-founded Project Boost, a program to help students use metacognitive strategies to boost their executive function skills. They wrote and co-taught a curriculum that provides executive function skill training for students K-12 by building skills through a 7-Step Model. This model, described in The Executive Function Guidebook: Strategies to Help All Students Achieve Success, was co-authored by the pair and published by Corwin in 2019. The pair has trained teachers (preservice and in service) and administrators throughout the world to use the program. They currently co-direct the Institute on Executive Functioning to provide teachers methods, including the use of metacognitive strategies, to improve their students’ executive function growth. As Co-Directors of the Institute on Executive Functioning, they provide face to face and online trainings, author instructional videos and develop instructional materials to assist in executive function skill training.

Val’s career path started as a special education teacher for a large Maryland school system teaching students with learning disabilities and cognitive impairments. As an administrator, she chaired the Special Education department in a comprehensive high school setting. Lastly, as an instructional specialist, she supervised and provided teacher training. Following her career in teaching and supervision, Val prepared teachers at both Hood College and Towson University.

While at Hood College, she played an integral role in the development of an assessment system to measure teacher candidate performance used for program review, reform and for accreditation purposes. As program coordinator for Towson University Elementary Education/Special Education at the Universities at Shady Grove she was known for her innovative methodology used in the preparation of teacher candidates to teach ALL students. Val was instrumental in providing teacher candidates opportunities to gain knowledge and skills in universal design, differentiated instruction, and executive function skills. She developed new Professional Development Schools (PDS) partnerships with the local school system, secured grant funding for the design and implementation of unique teacher preparation projects, wrote manuals addressing co-teaching and mentoring, and presented at PDS conferences.

In 2021, Val received the Distinguished Alumna Award from Hood College for her work in the field of Special Education. For her outstanding work at Towson University, Val was awarded the Gloria E. Neubert Excellence in Teaching Award, The Universities at Shady Grove Teaching Award and the Universities at Shady Grove Campus Program Director of the Year Award. She was appointed by the governor of Maryland to serve on the Maryland Professional Standards Teacher Education Board. Val also served as an invited member of the Educational Testing Service (ETS) Elementary Education Praxis II test development team.

An advocate for students with disabilities, Val has served as a national and state officer for the Council for Exceptional Children and its Division on Autism and Developmental Disabilities (DADD). For her work with DADD, she received the Special Recognition Award. Additionally, she has served on the Board of Trustees for Service Coordination of Frederick County that assists individuals with developmental disabilities to obtain services. As a member of this Board, Val supported the implementation of transition and employment services for individuals with disabilities in Maryland.


Table of Contents

Table of Contents

Introduction


Chapter 1


Reader Outcomes

What Is Executive Functioning (EF)?

How do ALL Students Benefit from Executive Function Skill Training?

Executive Function Skills Training

Assessment

What Is Universal Design for Learning (UDL)?

Metacognition

Considering Executive Functions, Metacognition, UDL and Learning

Supportive Technologies

The 7-Step Model for Executive Function Skills Training

Examining Each of the 7-Steps in Detail

Conclusion

What Happens Then?

Think About

Chapter 2 - Working Memeory


Reader Outcomes

What is Working Memory?

What Does a Deficit Look Like?

How Does a Difficulty in this EF Area Impact Student Achievement?

Supportive Technology

Supportive Strategies With Cards

Case Study: Amanda

The 7-Step Model

Summary, What Happens Then?, and Practice

Chapter 3 Prioritizing, Organizing, Sequencing, Managing Time, and Planning


Reader Outcomes

What is Prioritizing, Organizing, Sequencing, Managing Time, and Planning?

What Does a Deficit Look Like?

How Does a Difficulty in this EF Area Impact Student Achievement?

Supportive Technologies

Supportive Strategies With Cards for Prioritizing, Organizing, Sequencing, Managing Time, and Planning

Case Study: Amanda

The 7-Step Model

Summary, What Happens Then?, and Practice

Chapter 4 - Attending, Initiating, and Focusing


Reader Outcomes

What is Attending, Initiating, and Focusing?

What Does a Deficit Look Like?

How Does a Difficulty in this EF Area Impact Student Achievement?

Supportive Technologies

Supportive Strategies With Cards for Attending, Initiating, and Focusing

Case Study: Carlos

The 7-Step Model

Summary, What Happens Then?, and Practice

Chapter 5 - Social/Emotional and Inhibiting


Reader Outcomes

What is Social/Emotional and Inhibiting?

What Does a Deficit Look Like?

How Does a Difficulty in this EF Area Impact Student Achievement?

Supportive Technologies

Supportive Strategies With Cards for Social/Emotional and Inhibiting

Case Study: Carlos

The 7-Step Model

Summary, What Happens Then?, and Practice

Chapter 6 - Communicating and Cognitive Flexibility/Shifting


Reader Outcomes

What is Communicating and Cognitive Flexibility/Shifting?

What Does a Deficit Look Like?

How Does a Difficulty in this EF Area Impact Student Achievement?

Supportive Technologies

Supportive Strategies With Cards for Communicating and Cognitive Flexibility/Shifting

Case Study: Amanda

The 7-Step Model

Summary, What Happens Then?, and Practice

Chapter 7 - Special Considerations Involving Executive Functions


Early Childhood

Autism Spectrum Disorder (ASD)

Homework

Reviews

Reviews

Price: $39.95
Volume Discounts applied in Shopping Cart

Review Copies

Review copies may be requested by individuals planning to purchase 10 or more copies for a team or considering a book for adoption in a higher ed course. To request a review copy, contact sales@corwin.com.

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