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
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).
"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 -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,
5/1/2019
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