000486283 000__ 04503cam\a2200373\a\4500 000486283 001__ 486283 000486283 005__ 20210513171151.0 000486283 006__ m\\\\\o\\d\\\\\\\\ 000486283 007__ cr\cn||||||||| 000486283 008__ 121119s2013\\\\caua\\\\ob\\\\001\0\eng\d 000486283 010__ $$z 2012038242 000486283 020__ $$z9781118141090 (pbk.) 000486283 020__ $$z9781118421697 (e-book) 000486283 035__ $$a(CaPaEBR)ebr10645985 000486283 035__ $$a(OCoLC)821067812 000486283 040__ $$aCaPaEBR$$cCaPaEBR 000486283 05014 $$aLC4601$$b.C66 2013eb 000486283 08204 $$a371.92$$223 000486283 24500 $$aBoosting executive skills in the classroom$$h[electronic resource] :$$ba practical guide for educators /$$cJoyce Cooper-Kahn, Margaret Foster. 000486283 250__ $$a1st ed. 000486283 260__ $$aSan Francisco :$$bJossey-Bass,$$c2013. 000486283 300__ $$axiii, 176 p. :$$bill. 000486283 440_0 $$aJossey-Bass teacher 000486283 504__ $$aIncludes bibliographical references and index. 000486283 5058_ $$aMachine generated contents note: About the AuthorsAcknowledgmentsIntroductionPart One: Executive Functioning: The Basics1 What Is Executive Functioning?DefinitionCore Executive SkillsHow Do Executive Skills Develop?To Sum UpTime to Reflect2 Putting a Face on Executive Functions: Students Who StruggleExecutive Dysfunction: A Description, Not a DiagnosisThe Normal Variability of Executive FunctioningThe Vulnerability of Executive FunctioningPoorly Targeted InstructionThe Importance of Healthy HabitsAssessmentTo Sum UpTime to ReflectPart Two: Interventions That Boost Executive Functions3 The EF-Smart ClassroomThe Tune-up Tools: Planning, Time, Repetition, and Mind-SetThe Targets: Classroom Culture, Planning Instruction, Classroom Routines, and Classroom DesignPlanning for ChangeTo Sum UpTime to Reflect4 Supporting Students Who Need More HelpPlannersMaterialsReadingWritingMathTo Sum UpTime to Reflect5 The EF-Smart School"Old School" to New SchoolsFaculty MeetingsGathering ReferencesThe Magic FormulaTime to ReflectTo Sum Up6 How the Specialist Can HelpExamining the Learning Task and Its EF DemandsExamining Student Executive Skills for Levels of Automaticity and Independence: The Four-Quadrant ModelConsulting with TeachersTime to ReflectTo Sum Up7 Planning for ChangeDefining a Problem of PracticePlanning and Reflection GuideUsing the Template and Guide: Case ExamplesPlan to MonitorTime to ReflectTo Sum UpConclusion: Helping All Students BlossomAppendix A: The Top Three Accommodations for Students with EF ProblemsAppendix B: Accessing the Online MaterialsEndnotesIndex. 000486283 506__ $$aAccess limited to authorized users. 000486283 520__ $$a"A guide for helping students with weak Executive Function skills to learn efficiently and effectively Students with weak Executive Function skills need strong support and specific strategies to help them learn in an efficient manner, demonstrate what they know, and manage the daily demands of school. This book shows teachers how to do exactly that, while also managing the ebb and flow of their broader classroom needs. From the author of the bestselling parenting book Late, Lost, and Unprepared, comes a compilation of the most practical tools and strategies, designed to be equally useful for children with EF problems as well as all other students in the general education classroom.Rooted in solid research and classroom-tested experience, the book is organized to help teachers negotiate the very fluid challenges they face every day; educators will find strategies that improve their classroom "flow" and reduce the stress of struggling to teach students with EF weaknesses. Includes proven strategies for teachers who must address the needs of students with Executive Function deficits Contains information from noted experts Joyce Cooper-Kahn, a child psychologist and Margaret Foster, an educator and learning specialist Offers ways to extend learning and support strategies beyond the classroom The book's reproducible forms and handouts are available for free download This important book offers teachers specific strategies to help students with EF deficits learn in an efficient manner, demonstrate what they know, and manage the daily demands of school"--$$cProvided by publisher. 000486283 650_0 $$aChildren with mental disabilities$$xEducation. 000486283 650_0 $$aExecutive functions (Neuropsychology) 000486283 7001_ $$aCooper-Kahn, Joyce. 000486283 7001_ $$aFoster, Margaret,$$d1955- 000486283 852__ $$bebk 000486283 85640 $$3ProQuest Ebook Central Academic Complete$$uhttps://univsouthin.idm.oclc.org/login?url=http://site.ebrary.com/lib/usiricelib/Doc?id=10645985$$zOnline Access 000486283 909CO $$ooai:library.usi.edu:486283$$pGLOBAL_SET 000486283 980__ $$aEBOOK 000486283 980__ $$aBIB 000486283 982__ $$aEbook 000486283 983__ $$aOnline