Promoting Executive Function in the Classroom

Lynn Meltzer

A Paperback Originale-bookprint + e-book
A Paperback Original
March 23, 2010
ISBN 9781606236161
Price: $41.00 $34.85
252 Pages
Size: 8" x 10½"
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March 1, 2011
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Price: $41.00 $34.85
252 Pages
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252 Pages
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Accessible and practical, this book helps teachers incorporate executive function processes—such as planning, organizing, prioritizing, and self-checking—into the classroom curriculum. Chapters provide effective strategies for optimizing what K–12 students learn by improving how they learn. Noted authority Lynn Meltzer and her research associates present a wealth of easy-to-implement assessment tools, teaching techniques and activities, and planning aids. Featuring numerous whole-class ideas and suggestions, the book also shows how to differentiate instruction for students with learning or attention difficulties. Case examples illustrate individualized teaching strategies and classroom accommodations. More than a dozen reproducibles are included; the large-size format facilitates photocopying and day-to-day reference. Purchasers also get access to a Web page where they can download and print the reproducible materials.

See also Meltzer's edited volume, Executive Function in Education, Second Edition, which presents state-of-the-art knowledge on the role of EF in learning across the content areas.

“This very readable book enables teachers to explicitly teach implicit learning skills. It balances research and practice in reminding educators that students can't master the material they need to know if we don't teach them how to do it. Meltzer shares tested strategies and abundant classroom examples. She provides necessary tools for supporting academic growth in a wide range of students, and for helping students experience the critical truth that informed effort is the key to success. This book really gets the job done!”

—Carol Ann Tomlinson, EdD, William Clay Parrish, Jr. Professor and Chair, Department of Educational Leadership, Foundations, and Policy, University of Virginia


“This book succeeds very well in its goal of providing usable information for teachers and other school professionals. The chapters are well written, informative, clear, and practical. The case studies and numerous case examples are excellent. These human touches help to illustrate the many areas of executive functioning that can be supported and enhanced for children with disabilities as well as typically developing children. This book will be an invaluable reference for any school or clinical personnel.”

—Margaret Semrud-Clikeman, PhD, ABPdN, Division Director, Clinical Behavioral Neuroscience, University of Minnesota Medical School


“An excellent, detailed overview of how executive functions can be integrated into classroom instruction for all grade levels. The book is very teacher friendly, including many examples and useable forms and techniques. A major appeal of the book is its focus on creating a classroom culture that fosters executive function for all students, rather than just presenting remediation techniques for those having difficulties. The strategies for screening and ongoing assessment mean that the book can easily be used as part of a schoolwide response-to-intervention or positive behavioral support system. Each chapter follows the same format, explaining first why the area is important, and then how to implement instruction at elementary, middle, and high school levels.”

—Catherine A. Fiorello, PhD, School Psychology Program, Temple University


“Teachers will find this book enormously useful, easy to understand, and easy to implement. Each chapter includes a remarkable array of rubrics, templates, checklists, and examples. The book looks strategically at the role of executive function (EF) in teaching and learning, showing how EF deficits can be impediments to academic, personal, and social success. By creating a culture of EF, teachers and administrators can support the growth of self-aware, resilient, problem-solving students who are ready to take on the challenges of learning, in school and beyond.”

—Lou Salza, MEd, Headmaster, Lawrence School, Broadview Heights, Ohio

Table of Contents

I. Understanding Executive Function: The Challenge for 21st-Century Teachers

1. Understanding, Assessing, and Teaching Executive Function Processes: The Why, What, and How, Lynn Meltzer

2. Creating a Classroomwide Executive Function Culture That Fosters Strategy Use, Motivation, and Resilience, Lynn Meltzer and Surina Basho

II. Scaffolding Executive Function Processes into the Curriculum Content

3. Goal Setting, Planning, and Prioritizing: The Foundations of Effective Learning, Kalyani Krishnan, Melissa J. Feller, and Melissa Orkin

4. Organizing: The Heart of Efficient and Successful Learning, Kalyani Krishnan and Melissa J. Feller

5. Remembering: Teaching Students How to Retain and Mentally Manipulate Information, Donna M. Kincaid and Nancy Trautman

6. Shifting and Flexible Problem Solving: The Anchors for Academic and Life Success, Lynn Meltzer and Jennifer Sage Bagnato

7. Self-Monitoring and Self-Checking: The Cornerstones of Independent Learning, Jennifer Sage Bagnato and Lynn Meltzer

8. Emotional Self-Regulation: A Critical Component of Executive Function, Judith A. Stein

III. Case Studies: Addressing Executive Function Weaknesses across the Grades, Lena Hannus-Suksi, Laura Sales Pollica, Wendy Stacey, Melissa J. Feller, and Jason Bendezu

Appendix: Reproducibles for the Classroom


About the Author

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).

Contributors

Jennifer Sage Bagnato, MEd, works as an educational diagnostician at the Stern Center for Language and Learning in Williston, Vermont.

Surina Basho, MA, is an educational specialist at the Institutes for Learning and Development (ILD) and ResearchILD in Lexington, Massachusetts, and is pursuing her doctorate in applied child development at Tufts University.

Jason Bendezu, BS, is a graduate student at Tufts University and an intern at ResearchILD.

Melissa J. Feller, MS, CCC-SLP, is a speech–language pathologist and reading specialist at ILD and ResearchILD.

Lena Hannus-Suksi, MA, is a special educator living and working in Turku, Finland.

Donna M. Kincaid, MEd, is an educational specialist and training coordinator at ILD and ResearchILD.

Kalyani Krishnan, MA, is the Assistant Director of Assessment and a language and learning specialist at ILD and ResearchILD.

Melissa Orkin, MA, is a doctoral student in the Department of Child Development at Tufts University and a research assistant at the Tufts Center for Reading and Language Research.

Laura Sales Pollica, MA, is an educational specialist at ILD and ResearchILD.

Wendy Stacey, MS, is a reading and learning disability specialist at ILD and ResearchILD and is a certified special educator.

Judith A. Stein, PhD, is the Coordinator of Clinical Services at ILD and ResearchILD.

Nancy Trautman, MAT, is an educational specialist at ILD and ResearchILD and is a certified Orton-Gillingham specialist.

Audience

Classroom teachers and special educators in grades K–12, teacher educators, school psychologists, and neuropsychologists.

Special package offer: Executive Function in Education: Second Edition: From Theory to Practice, 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.

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