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“Provides educational stakeholders with advanced and comprehensive information describing the biological and environmental underpinnings for executive function abilities and difficulties….In addition to intervention considerations embedded within each chapter, the book concludes with a focus on specific, practical, and manageable school-based interventions. Overall, Meltzer did an excellent job balancing theoretical knowledge and practical recommendations….This book is recommended to school psychologists and educators alike who seek to gain a deeper understanding of various executive function processes and an increased ability in addressing such demands.”

—NASP Communiqué


“Meltzer—a pioneering, visionary researcher—is joined by a who’s who of EF experts in this second edition, which includes valuable updates and new chapters. Graduate students and experienced educators will benefit equally from the breath and scope of this book. If you were going to purchase only one volume on the topic of EF in education, it should be this second edition.”

—Sam Goldstein, PhD, Department of Psychiatry, University of Utah School of Medicine; Clinical Director, Neurology, Learning, and Behavior Center


“Although the term 'executive function' is now widely used, there is still considerable confusion about its meaning and practical implications. In this outstanding second edition of Executive Function in Education, Meltzer has brought together important theories and recent research. Intervention-focused chapters offer helpful guidance on how EF knowledge can inform more effective instructional strategies in reading, writing, and math.”

—Thomas E. Brown, PhD, private practice, Manhattan Beach, California; Department of Psychiatry and Behavioral Sciences, Keck School of Medicine, University of Southern California


“The second edition of this indispensable volume is replete with practical guidance and current evidence-based best practices to assist educators in improving students’ abilities to manage time, monitor behavior, and employ strategies to help with organization and planning. The book presents various theoretical perspectives and explores how EF is related to cognitive abilities such as working memory and processing speed, as well as the impact of EF processes on reading, writing, and math development. Contributors provide up-to-date guidance on how to adapt instruction, improve self-regulation skills, and incorporate new digital tools to promote success in school and beyond.”

—Nancy Mather, PhD, Department of Psychoeducational Studies, University of Arizona


“The book clearly describes the sometimes confusing theories of EF and the recent research that supports them. Contributors present practical strategies for improving EF grounded in these theoretical constructs. This book is a 'must have' for professionals who evaluate, treat, and teach students with varying learning needs, as well as those in training. The volume offers real-life illustrations of the daily EF challenges that students experience and provides explicit examples of classroom strategies that are easily incorporated into lesson plans.”

—Eric Q. Tridas, MD, developmental pediatrician, Tridas Center for Child Development, Tampa, Florida

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Table of Contents

I. Theoretical and Conceptual Frameworks

1. Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities, Martha Bridge Denckla & E. Mark Mahone

2. Hill, Skill, and Will: Executive Function from a Multiple Intelligences Perspective,

Seana Moran & Howard Gardner

3. Executive Capacities from a Developmental Perspective, Jane Holmes Bernstein & Deborah P. Waber

4. The Development of Hot and Cool Executive Function: A Foundation for Learning in the Preschool Years, Andrei D. Semenov & Philip David Zelazo

II. Executive Function in Different Diagnostic Groups: Challenges of Identification and Treatment

5. Executive Function Difficulties and Learning Differences: Assessment for Teaching, Lynn Meltzer, Julie Dunstan-Brewer, & Kalyani Krishnan

6. Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Teaching, Judith A. Stein & Kalyani Krishnan

7. Executive Function in Autism Spectrum Disorder: From Research to Practice, Meghan Miller, Patricia L. Schetter, & Sally Ozonoff

III. Executive Function Processes in Reading and Other Content Areas

A: Reading: Current Findings and Interventions

8. Executive Function and Reading Difficulties: A Tale of Complexity in Diagnosis and Treatment, Jonathan D. Scheff, Neena M. Hudson, Mary Tarsha, & Laurie E. Cutting

9. Working Memory and Reading: Is there Evidence for an Executive Processing Deficit?, H. Lee Swanson & Jennifer E. Kong

10. Self-Regulation and Reading Comprehension: Self-Perceptions, Self-Evaluations, and Effective Strategies for Intervention, Tami Katzir, Vered Markovich, Einat Tesler, & Michal Shany

B. Interventions across the Content Areas

11. Creating Strategic Classrooms and Schools: Embedding Executive Function Strategies in the Curriculum, Lynn Meltzer

12. The Strategic Math Classroom: How Executive Function Impacts Math Learning, Joan Steinberg & Bethany Roditi

13. Self-Regulated Strategy Development in Writing: A Classroom Example of Developing Executive Function Processes and Future Directions, Karen R. Harris, Steve Graham, Linda Mason, Debra McKeown, & Natalie Olinghouse

14. Optimizing Executive Function in the Digital World: Advances in Universal Design for Learning, Samantha G. Daley & David H. Rose

Index

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About the Editor

Lynn Meltzer, PhD, is President and Director of the Institutes for Learning and Development (ResearchILD and ILD) in Lexington, Massachusetts. She is also an Associate in Education at the Harvard Graduate School of Education and a Fellow and past president of the International Academy for Research in Learning Disabilities. For 29 years, she was Adjunct Associate Professor in the Department of Child Development at Tufts University. Dr. Meltzer is founder and chair of the International Learning Differences Conference, which was established in 1984 and is held at the Harvard Graduate School of Education. Her 40 years of neuropsychological evaluations and clinical consultations with children, adolescents, and adults have emphasized the theory-to-practice cycle of knowledge. She has been an invited speaker at numerous national and international conferences, including that of the International Association for Cognitive Education in Southern Africa. She is also the recipient of numerous awards, including the Outstanding Researcher Award from the Council for Learning Disabilities. Among Dr. Meltzer's extensive publications and presentations are the books Promoting Executive Function in the Classroom, The Power of Peers in the Classroom (coedited with Karen R. Harris), and Executive Function in Education, Second Edition. Together with her ResearchILD colleagues, she developed SMARTS Online, an evidence-based executive function and peer mentoring/coaching curriculum for middle and high school students (www.smarts-ef.org).

• Author's website
• All titles by Lynn Meltzer

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Contributors

Jane Holmes Bernstein, PhD, Department of Psychiatry, Boston Children’s Hospital, and Harvard Medical School, Boston, Massachusetts

Laurie E. Cutting, PhD, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Samantha G. Daley, EdD, Warner School of Education and Human Development, University of Rochester, Rochester, New York

Martha Bridge Denckla, MD, Developmental Cognitive Neurology, Kennedy Krieger Institute, Baltimore, Maryland

Julie Dunstan-Brewer, PhD, reFLEXions, The Reading Clinic, Pembroke, Bermuda

Howard Gardner, PhD, Graduate School of Education, Harvard University, Cambridge, Massachusetts

Steve Graham, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona

Karen R. Harris, EdD, Mary Lou Fulton Teachers College, Arizona State University, Phoenix, Arizona

Neena M. Hudson, MS, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Tami Katzir, PhD, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

Jennifer E. Kong, PhD, School of Education, University of New Mexico, Albuquerque, New Mexico

Kalyani Krishnan, MA, Department of Applied Psychology, Northeastern University, Boston, Massachusetts

E. Mark Mahone, PhD, Department of Neuropsychology, Kennedy Krieger Institute, Baltimore, Maryland

Vered Markovich, MA, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

Linda H. Mason, PhD, Division of Special Education and Disability Research, Graduate School of Education, George Mason University, Fairfax, Virginia

Debra McKeown, PhD, Department of Educational Psychology and Special Education, Georgia State University, Atlanta, Georgia

Lynn Meltzer, PhD, Institutes for Learning and Development (ILD and ResearchILD), Lexington, Massachusetts

Meghan Miller, PhD, Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Davis, California

Seana Moran, EdD, Hiatt School of Psychology, Clark University, Worcester, Massachusetts

Natalie Olinghouse, PhD, Center for Behavioral Research and Education, University of Connecticut, Storrs, Connecticut

Sally Ozonoff, PhD, Department of Psychiatry and Behavioral Sciences and the MIND Institute, University of California, Davis, Davis, California

Bethany N. Roditi, PhD (retired), Institute for Learning and Development (ILD), Lexington, Massachusetts

David H. Rose, EdD (retired), CAST, Wakefield, Massachusetts

Jonathan D. Scheff, MEd, MS, School of Medicine, Vanderbilt University, Nashville, Tennessee

Patricia L. Schetter, PhD, MIND Institute, University of California, Davis, Davis, California

Andrei Semenov, MA, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

Michal Shany, PhD, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

Judith A. Stein, PhD, Institute for Learning and Development (ILD), Lexington, Massachusetts

Joan Steinberg, MEd, Institute for Learning and Development (ILD), Lexington, Massachusetts

H. Lee Swanson, PhD, Department of Educational Psychology, Graduate School of Education, University of California, Riverside, Riverside, California

Mary Tarsha, MEd, Department of Psychology and Human Development, Peabody College of Education and Human Development, Vanderbilt University, Nashville, Tennessee

Einat Tesler, MA, Edmond J. Safra Brain Research Center for the Study of Learning Disabilities, University of Haifa, Haifa, Israel

Deborah P. Waber, PhD, Department of Psychiatry, Boston Children’s Hospital, and Harvard Medical School, Boston, Massachusetts

Philip David Zelazo, PhD, Institute of Child Development, University of Minnesota, Minneapolis, Minnesota

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Audience

Special educators and classroom teachers, school psychologists, neuropsychologists, developmental and clinical psychologists, and social workers working with 4- to 17-year-olds (grades PreK–12).

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Course Use

Serves as a supplemental text in graduate-level courses.

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Special package offer: Executive Function in Education, Second Edition, presents state-of-the-art knowledge on the role of EF in learning across the content areas. Promoting Executive Function in the Classroom provides easy-to-implement assessment tools, instructional ideas, and planning aids.

Order both items for $67.95, instead of $90.00 if bought separately!

order package

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Previous editions published by Guilford:

First Edition, © 2007
ISBN: 9781606236468

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New to this edition:

• Updated throughout with a decade's worth of significant advances in research, theory, and educational best practices.
• Chapter on early childhood.
• Chapter on embedding EF strategies in the curriculum
• Expanded coverage of reading—chapters on recent fMRI research findings; working memory and reading; and self-regulation and reading comprehension.