Executive Function in Education : From Theory to Practice
ISBN: 9781606236468 | 1606236466
Edition: 1stFormat: Trade Paper
Publisher: The Guilford Press
Pub. Date: 3/25/2010
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This uniquely integrative book brings together research on executive function processes from leaders in education, neuroscience, and psychology.
| Executive Function: Theoretical and Conceptual Frameworks | p. 1 |
| Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities | p. 5 |
| "Hill, Skill, and Will": Executive Function from a Multiple-intelligences Perspective | p. 19 |
| Executive Capacities from a Developmental Perspective | p. 39 |
| Connecting Cognitive Science and Neuroscience to Education: Potentials and Pitfalls in Infer... MORE | p. 55 |
| Executive Function Difficulties in Different Diagnostic Groups: Challenges of Identification and Treatment | p. 73 |
| Executive Function Difficulties and Learning Disabilities: Understandings and Misunderstandings | p. 77 |
| Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Teaching | p. 106 |
| Executive Dysfunction in Autism Spectrum Disorders: From Research to Practice | p. 133 |
| Interventions to Address Executive Function Processes | p. 161 |
| Executive Function in the Classroom: Embedding Strategy instruction into Daily Teaching Practices | p. 165 |
| Executive Control of Reading Comprehension in the Elementary School | p. 194 |
| Addressing Executive Function Problems in Writing: An Example from the Self-Regulated Strategy Development Model | p. 216 |
| The Strategic Math Classroom: Executive Function Processes and Mathematics Learning | p. 237 |
| Teaching Metacognitive Strategies That Address Executive Function Processes within a Schoolwide Curriculum | p. 261 |
| Deficits in Executive Function Processes: A Curriculum-Based Intervention | p. 287 |
| Index | p. 309 |
| Table of Contents provided by Ingram. All Rights Reserved. |
Lynn Meltzer, PhD, is cofounder and codirector of the Institutes for Learning and Development (ILD) and ResearchILD in Lexington, Massachusetts. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. Dr. Meltzer's clinical practice, research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multidimensional model to bridge the gap between theory, research, and practice. A fellow and past president of the International Academy for Research in Learning Disabilities, she is the founder and chair of the national Learning Differences Conference.
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