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Executive Function in Education

From Theory to Practice

• Edited by Lynn Meltzer

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• Binding: Hardback
• Pages: 320
• Published by: Guilford Press
• Publication Date: 2nd March 2007
• ISBN: 978-1-59385-428-7

About the Book

This uniquely integrative book brings together leading researchers and practitioners from education, neuroscience, and psychology. It presents a theoretical framework for understanding executive function difficulties together with a range of effective approaches to assessment and instruction. Coverage includes executive function processes in specific disorders - language-based learning disabilities, nonverbal learning disabilities, and autism spectrum disorder - as well as ways to support all students in developing vital skills for self-directed learning. Specific teaching methods are discussed for reading, writing, and math. Scholarly and authoritative yet highly practical, the book provides guidelines for intervening at the level of the individual child, the classroom, and the entire school.

Reviews

'From an impressive list of contributing authors, this book goes well beyond the traditional 'frontal lobe metaphor' in describing the executive function construct, challenging its conceptualization as a static, unitary skill. In doing so, the contributors consider the unique roles of brain development, personal experience, and the changing demands and supports in the classroom setting. Not only do Meltzer and colleagues explain the role of executive dysfunction in the classroom, they provide explicit strategies for intervention, with clear teaching examples. Hence, this volume will be a welcome resource for educators, psychologists, and other practitioners.' - E. Mark Mahone, PhD, Kennedy Krieger Institute, Johns Hopkins University School of Medicine, USA

'Meltzer has put together a much-needed text addressing the skills involved in high-order thinking. This is a timely volume that speaks to the array of issues in executive processing. The book assembles an excellent cross-section of researchers and clinicians with expertise in both theoretical issues and classroom instruction. This text succeeds in its quest to bridge the gap between research and educational practice.' - H. Lee Swanson, PhD, Graduate School of Education, University of California, Riverside, USA

'Finally, a book that clearly describes the significant role that executive function plays in learning! More importantly, this book presents very practical suggestions for effectively teaching students to use their executive functions. The contributing authors are among the leading experts in the field today. This book provides a level of specificity on how to improve executive function through the teaching process that is not available in any other source.' - Donald D. Deshler, PhD, Center for Research on Learning, University of Kansas, USA

'This timely and much-needed book focuses on executive function (EF) from an educational perspective. While acknowledging that aspects of EF remain poorly understood, the book succeeds in offering practical guidelines and clear examples of how to teach and promote students' use of EF across the curriculum. Clearly, instruction in EF is essential for some students with special educational needs, but emphasis is also given to how EF instruction will benefit all students within inclusive classrooms. This volume will be an excellent addition to the libraries of teachers and psychologists. It will serve as an invaluable resource for discussion in graduate courses in education, educational psychology, clinical psychology, educational neuroscience, and developmental psychopathology.' - Rosemary Tannock, PhD, Ontario Institute for Studies in Education and Department of Psychiatry, University of Toronto; Canada Program in Neuroscience and Mental Health, Hospital for Sick Children

Table of Contents

Part I: Executive Function: Theoretical and Conceptual Frameworks. Denckla, Executive Function: Binding Together the Definitions of Attention-Deficit/Hyperactivity Disorder and Learning Disabilities. Moran, Gardner, "Hill, Skill, and Will": Executive Function From a Multiple-Intelligences Perspective. Bernstein, Waber, Executive Capacities From a Developmental Perspective. Fischer, Daley, Connecting Cognitive Science and Neuroscience to Education: Potentials and Pitfalls in Inferring Executive Processes. Part II: Executive Function Difficulties in Different Diagnostic Groups: Challenges of Identification and Treatment. Meltzer, Krishnan, Executive Function Difficulties and Learning Disabilities: Understandings and Misunderstandings. Stein, Krishnan, Nonverbal Learning Disabilities and Executive Function: The Challenges of Effective Assessment and Learning. Ozonoff, Schetter, Executive Dysfunction in Autism Spectrum Disorders: From Research to Practice. Part III: Interventions to Address Executive Function Processes. Meltzer, Pollica, Barzillai, Executive Function in the Classroom: Embedding Strategy Instruction into Daily Teaching Practices. Gaskins, Satlow, Pressley, Executive Control of Reading Comprehension in the Elementary School. Graham, Harris, Olinghouse, Addressing Executive Function Problems in Writing: An Example From the Self-regulated Strategy Development Model. Roditi, Steinberg, The Strategic Math Classroom: Executive Function Processes and Mathematics Learning. Gaskins, Pressley, Teaching Metacognitive Strategies That Address Executive Function Processes Within a Schoolwide Curriculum. D.Rose, K. Rose, Deficits in Executive Function Processes: A Curriculum-based Intervention.

About the Author(s)

Edited by Lynn Meltzer, PhD, Research Institute for Learning and Development, Lexington, MA, USA; Harvard Graduate School of Education, USA; and Department of Child Development, Tufts University, USA

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