Note: Supplemental materials are not guaranteed with Rental or Used book purchases.
Purchase Benefits
What is included with this book?
What You Need to Know | |
Introduction | p. 3 |
Why Another Book? | |
Who Are We? | |
The Plan for This Book | |
What Is Executive Functioning? | p. 9 |
The Basics | |
A Formal Definition of Executive Functioning | |
Understanding Executive Functions by Looking at Life without Them | |
A List of Executive Functions | |
How This Book is Organized | |
Final Thoughts | |
Development of the Executive Functions | p. 15 |
The Basics | |
Why Is My Child Having Problems with Executive Skill Development? | |
I.Q. and Executive Functioning | |
Typical Development | |
How Do I Know If My Child's Executive Skills Are Developing Normally? | |
The Child's Experience of Executive Weaknesses | p. 25 |
The Basics | |
Daily Life | |
Emotions | |
Impact on the Family | p. 37 |
The Basics | |
Impact on Parents | |
Impact on Siblings | |
Impact on Couples | |
Special Situations | |
Staying Healthy | |
Assessment: Figuring Out What's Wrong | p. 45 |
The Basics | |
The Purpose of Assessment | |
Evaluating the Role of Expectations | |
Who Does Testing and What Do They Test? | |
Should You Seek Assessment through the Public School System or from a Private Professional? | |
How to Be an Educated Consumer | |
The Evaluation Process | |
Once the Assessment is Done | |
Now What? | |
AD/HD, Learning Disabilities, and Other Conditions Associated with Executive Dysfunction | p. 59 |
The Basics | |
Attention-Deficit/Hyperactivity Disorder (AD/HD) | |
Learning Disabilities (LD) | |
Autism Spectrum Disorders (ASD) | |
Other Conditions Often Associated with Executive Function Weaknesses | |
Wrap-Up | |
What You Can Do about It | |
How to Help-An Overview | p. 75 |
The Basics | |
The Two-Pronged Approach | |
Designing Interventions | |
Creativity at Work | |
Behavior Change in a Nutshell | p. 83 |
The Basics | |
Use Real Life to Teach | |
Take a Teaching versus a Punishing Approach | |
Collaborate with Your Child | |
Focus on the Desired Outcome | |
Raise the Stakes | |
Reward Even Small Steps in the Right Direction | |
Use "Tried and True" Behavior Modification Techniques | |
Trust Your Child's Own Developmental Urges | |
When Should You Allow Your Child to Experience Natural Consequences for His Behavior? | |
Change Does Not Occur in a Smooth or Steady Uphill Manner | |
If at First You Don't Succeed, Try a Few More Times Then...Change Your Expectations! | p. 91 |
The Basics | |
Don't Try to Keep Up with the Jones | |
The Limbo Game of Setting Expectations | |
If You Need to Change Expectations | |
Your Child's Expectations | |
Your Partner's Expectations | |
Fading Support | |
Helping Children Control Impulses | p. 99 |
Summary: General Strategies to Help Your Child Control Impulses | |
Strategies to Help a Child Manage Verbal Impulsiveness (Talking Excessively, Interrupting Others, etc.) | |
Strategies to Help a Child Manage Physical Impulsiveness (Grabbing Things, Pushing and Shoving Others, Hitting, etc.) | |
Strategies to Help a Child Stop Irritating Behavior | |
Strategies to Help a Child Control Running Off in Stores or Other Settings | |
Strategies to Help a Child Manage Homework Problems | |
Case Study: Putting It All Together | |
Transitioning from Short-Term to Long-Term Goals | |
Educate Others and Advocate for Your Child | |
Final Thoughts | |
Helping Children Shift Gears | p. 121 |
Summary: General Strategies to Help Your Child Shift Gears | |
Strategies to Help Reduce a Child's Difficulty with Transitions | |
Strategies to Help a Child Adapt to New Situations or Environments | |
Strategies to Help a Child Who Becomes Upset when Peers Break the Rules or Behave in Unexpected Ways | |
Strategies to Help Reduce a Child's Frustration When Her First Attempt to Solve a Problem Isn't Successful | |
Case Study: Putting It All Together | |
Transitioning From Short-Term to Long-Term Goals | |
Educate Others and Advocate for Your Child | |
Final Thoughts | |
Helping Children Get Started on Homework and Other Tasks | p. 137 |
Summary: General Strategies to Help Your Child Get Started | |
Strategies to Help Your Child Get Started with Homework | |
Strategies to Help Your Child Complete Chores and Routine Activities | |
Strategies to Help a Child Who Puts Off Major Projects | |
Case Study: Putting It All Together | |
Transitioning From Short-Term to Long-Term Goals | |
Educate Others and Advocate for Your Child | |
Final Thoughts | |
Helping Children Handle Working Memory Issues | p. 151 |
Summary: General Strategies to Help Your Child with Working Memory Issues | |
Strategies to Help a Child Who Has Trouble Following Directions | |
Strategies to Help a Child with Written Expression and Other Complex, Multi-Step Tasks | |
Strategies to Help a Child Who Interrupts Others So She Won't Forget What She Wants to Say | |
Strategies to Help a Child Who Needs to Re-Read or Re-Learn Information - It Just Doesn't Stick | |
Strategies to Help a Child Who Has Trouble Taking Notes in Class | |
Case Study: Putting it All together | |
Transitioning From Short-Term to Long-Term Goals | |
Educate Others and Advocate for Your Child | |
Final Thoughts | |
Helping Children Plan and Organize | p. 169 |
Summary: General Strategies to Help Your Child Organize and Plan | |
Strategies to Help a Child Who Does Homework but Doesn't Turn It In | |
Strategies to Help a Child Who Arrives at Sports Practice (or Other Event or Activity) Unprepared | |
Strategies to Help a Child Who Underestimates the Effort Involved in a Project | |
Strategies to Help a Child Who Gets Overwhelmed by Juggling Several Classes or Projects at the Same Time | |
Strategies to Help a Student Determine the Most Important Information from Material to Be Learned | |
Strategies to Help a Child Organize His Backpack (and Locker, Desk, Bedroom, etc.) | |
Case Study: Putting It All Together | |
Transitioning From Short-Term to Long-Term Goals | |
Educate Others and Advocate for Your Child | |
Final Thoughts | |
Helping Children Monitor Their Behavior | p. 185 |
Summary: General Strategies to Help Your Child Learn How to Self-Monitor | |
Strategies to Help a Child Who Doesn't Notice When She Has Gone Off on a Tangent | |
Strategies to Help a Child Who Doesn't Notice "Careless" Errors | |
Strategies to Help a Child Who Fails to Adjust Behavior Based on Feedback | |
Strategies to Help a Child Notice When Peers Are No Longer Interested in the Topic of Conversation | |
Strategies to Help a Child Who is Genuinely Surprised When She Gets in Trouble for Misbehavior ("What Did I Do?") | |
Case Study: Putting It All Together | |
Transitioning from Short-Term to Long-Term Goals | |
Educate Others and Advocate for Your Child | |
Final Thoughts | |
Concluding Thoughts | p. 199 |
The Zen of Intervention Planning | |
The "No Victims" Approach | |
Building a Life | |
Who Can Help? | |
A Field in Progress | |
Appendix A | p. 205 |
References | p. 207 |
Table of Contents provided by Ingram. All Rights Reserved. |
The New copy of this book will include any supplemental materials advertised. Please check the title of the book to determine if it should include any access cards, study guides, lab manuals, CDs, etc.
The Used, Rental and eBook copies of this book are not guaranteed to include any supplemental materials. Typically, only the book itself is included. This is true even if the title states it includes any access cards, study guides, lab manuals, CDs, etc.