5
1
9781598576030
About the Authors
Foreword Brenda Smith Myles
Acknowledgments
Introduction and How to Use This Manual
For Whom Is This Book Written?
How to Use This Manual
Making Unstuck and On Target! a Way of Life
Appendix A: Sample Goal, Plan, Do, Checks
Appendix B: Sample Individualized
Education Program Goals and Accommodations that Address Executive Dysfunction
Index
Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target / Edition 1 available in Paperback, eBook
Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target / Edition 1
by Lauren Kenworthy
Lauren Kenworthy
- ISBN-10:
- 1598576038
- ISBN-13:
- 9781598576030
- Pub. Date:
- 05/01/2014
- Publisher:
- Brookes Publishing
- ISBN-10:
- 1598576038
- ISBN-13:
- 9781598576030
- Pub. Date:
- 05/01/2014
- Publisher:
- Brookes Publishing
Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target / Edition 1
by Lauren Kenworthy
Lauren Kenworthy
$32.95
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Overview
How can you help kids with autism be flexible, get organized, and work toward goals—not just in school but in everyday life? It's all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-functioning children with autism (Grades K-8). Used on its own or in tandem with the popular Unstuck and On Target! classroom curriculum, this practical guide shows how to embed executive function instruction in dozens of everyday scenarios, from morning routines to getting homework done. Designed for therapists, teachers, and parents, these highly effective techniques give children the skills they need to navigate each day, reach their goals, and succeed inside and outside the classroom.
THIS BOOK HELPS YOU:
- Understand executive function—why it's important and why it's challenging for children with autism
- Teach three skills critical to success: flexibility, goal setting, and organization
- Use consistent scripts and key words to help children process your message
- Model desired behaviors —and fade your guidance as children generalize skills
- Provide simple, effective visual cues that keep kids unstuck and on target
- Keep it fun and positive, with tips on creative, playful ways to teach executive function skills
PRACTICAL MATERIALS: Dozens of specific, easy-to-do examples; "Goal, Plan, Do, Check" scripts and worksheets that break down tasks into small, achievable chunks; key words and phrases that help kids stay on target; reproducible visual aids; sample IEP goals.
Help children with autism
- Compromise with family and friends
- Turn "big deals" into "little deals"
- Move on to Plan B when Plan A doesn't work
- Make plans and carry them out
- Solve problems independently
- Be a good friend
- Handle disappointments and unexpected events
- Avoid "whims" that get them off track
Quick-reference magnet included! As a bonus, you'll also get a 4 x 6 magnet printed with key words and sample scripts from Unstuck and On Target! It's a handy quick reference for the "Goal-Plan-Do-Check" process that helps students set and meet goals.
Product Details
| ISBN-13: | 9781598576030 |
|---|---|
| Publisher: | Brookes Publishing |
| Publication date: | 05/01/2014 |
| Pages: | 184 |
| Sales rank: | 451,406 |
| Product dimensions: | 6.00(w) x 8.90(h) x 0.40(d) |
About the Author
Lauren Kenworthy, Ph.D., is Professor of Neurology, Pediatrics, and Psychiatry at the George Washington University School of Medicine, Associate Chief of the Neuropsychology Division and Director of the Center for Autism Spectrum Disorders at Children’s National Health System. Dr. Kenworthy received her bachelor of arts degree from Yale University and her doctoral degree from the University of Maryland. Her research interests are in describing, supporting and treating neuropsychological phenotypes in autism. She is the author of more than 85 peer-reviewed publications, three treatment manuals, and a coauthor of the Behavior Rating Inventory of Executive Function. She has participated in more than 25 funded research projects related to executive function, treatment evaluation and child development.
Laura Gutermuth Anthony, Ph.D., is a psychologist and a Professor in the Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine, and Children’s Hospital of Colorado. Dr. Anthony completed a dual degree doctoral program in clinical and developmental psychology at the University of Illinois, Chicago, in 1997. She has focused most of her research and clinical work on children with neurodevelopmental disabilities and authored o coauthored more than 75 publications. She has also received or participated in 32 externally funded research grants. She has specialized training and research experience using Community Based Participatory Research (CBPR) methods and partnerships to develop interventions, contextualize and disseminate results and implement findings in the community. In 2021, she was appointed the inaugural Director of Research for Child and Adolescent Mental Health at the University of Colorado.
Katie C. Alexander, OTD, OTR/L, is an Occupational Therapist, a Clinician-Researcher, and Founder of The Occupational Therapy Institute, an organization dedicated to innovation and high-quality, evidence-based practices. Dr. Alexander received her bachelor of science and postprofessional graduate degrees from the University of Kansas Medical Center. For almost two decades, she has specialized in community and school-based intervention for individuals with neurodevelopmental disabilities and served as the founding program director for the Model Asperger Program at The Ivymount School. Her research and clinical interests are in developing interventions and supports that improve the daily lives of individuals with neurodevelopmental disabilities and their families. Through her work as an author and national presenter, Dr. Alexander remains committed to enhancing evidence-based and collaborative practices across professional disciplines.
Monica Adler Werner, M.A., is a Program Director for Development, Training and Consulting at The Ivymount School and parent coach in the Washington, D.C., area. Prior to that she was the director of the Model Asperger Program (MAP) at The Ivymount School. In that capacity, she has spearheaded the development of a social learning curriculum that emphasizes problem solving, self-advocacy and self-regulation while keeping students on track academically. She is a coauthor of the first edition of Unstuck and On Target! (Paul H. Brookes Publishing Co., 2011) and Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target (Paul H. Brookes Publishing Co., 2014). She is the coauthor of numerous papers and posters about working with children with Asperger syndrome/high-functioning autism. Prior to joining The Ivymount School staff, Ms. Werner co-founded of Take2 Summer Camp, a program designed to pilot the application of evidence-based social skills programs. Ms. Werner has an undergraduate degree from the University of Pennsylvania and a master’s degree from Johns Hopkins University. She has completed the coursework for her Board Certified Behavior Analyst certification.
Lynn Cannon, M.Ed., is a Social Learning Specialist at The Ivymount School and The Maddux School. Ms. Cannon received her master’s degree in special education from the University of Virginia. For more than 15 years, she has worked as an educator, administrator, and program director, serving students with neurodevelopmental disabilities. Ms. Cannon is also a coauthor of Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target (Paul H. Brookes Publishing Co., 2014), a resource guide for teachers and parents,The Conversation Club (Autism Asperger Publishing Company, 2018), an instructional manual for teaching conversation skills to students with neurodevelopmental disabilities and IvySCIP, an assessment, individualized education program development tool, and curricular resource for children with neurodevelopmental disabilities. Her research and teaching interests are in developing interventions and support materials for students with neurodevelopmental disabilities, therapists, educators, and their families.
Laura Gutermuth Anthony, Ph.D., is a psychologist and a Professor in the Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine, and Children’s Hospital of Colorado. Dr. Anthony completed a dual degree doctoral program in clinical and developmental psychology at the University of Illinois, Chicago, in 1997. She has focused most of her research and clinical work on children with neurodevelopmental disabilities and authored o coauthored more than 75 publications. She has also received or participated in 32 externally funded research grants. She has specialized training and research experience using Community Based Participatory Research (CBPR) methods and partnerships to develop interventions, contextualize and disseminate results and implement findings in the community. In 2021, she was appointed the inaugural Director of Research for Child and Adolescent Mental Health at the University of Colorado.
Katie C. Alexander, OTD, OTR/L, is an Occupational Therapist, a Clinician-Researcher, and Founder of The Occupational Therapy Institute, an organization dedicated to innovation and high-quality, evidence-based practices. Dr. Alexander received her bachelor of science and postprofessional graduate degrees from the University of Kansas Medical Center. For almost two decades, she has specialized in community and school-based intervention for individuals with neurodevelopmental disabilities and served as the founding program director for the Model Asperger Program at The Ivymount School. Her research and clinical interests are in developing interventions and supports that improve the daily lives of individuals with neurodevelopmental disabilities and their families. Through her work as an author and national presenter, Dr. Alexander remains committed to enhancing evidence-based and collaborative practices across professional disciplines.
Monica Adler Werner, M.A., is a Program Director for Development, Training and Consulting at The Ivymount School and parent coach in the Washington, D.C., area. Prior to that she was the director of the Model Asperger Program (MAP) at The Ivymount School. In that capacity, she has spearheaded the development of a social learning curriculum that emphasizes problem solving, self-advocacy and self-regulation while keeping students on track academically. She is a coauthor of the first edition of Unstuck and On Target! (Paul H. Brookes Publishing Co., 2011) and Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target (Paul H. Brookes Publishing Co., 2014). She is the coauthor of numerous papers and posters about working with children with Asperger syndrome/high-functioning autism. Prior to joining The Ivymount School staff, Ms. Werner co-founded of Take2 Summer Camp, a program designed to pilot the application of evidence-based social skills programs. Ms. Werner has an undergraduate degree from the University of Pennsylvania and a master’s degree from Johns Hopkins University. She has completed the coursework for her Board Certified Behavior Analyst certification.
Lynn Cannon, M.Ed., is a Social Learning Specialist at The Ivymount School and The Maddux School. Ms. Cannon received her master’s degree in special education from the University of Virginia. For more than 15 years, she has worked as an educator, administrator, and program director, serving students with neurodevelopmental disabilities. Ms. Cannon is also a coauthor of Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target (Paul H. Brookes Publishing Co., 2014), a resource guide for teachers and parents,The Conversation Club (Autism Asperger Publishing Company, 2018), an instructional manual for teaching conversation skills to students with neurodevelopmental disabilities and IvySCIP, an assessment, individualized education program development tool, and curricular resource for children with neurodevelopmental disabilities. Her research and teaching interests are in developing interventions and support materials for students with neurodevelopmental disabilities, therapists, educators, and their families.
Lisa Greenman, J.D., is an attorney in Washington, D.C., specializing in issues relating to developmental disability and mental illness that arise in the defense of death penalty cases. She is closely involved with two innovative educational programs that serve children with autism spectrum disorder, Take2 Summer Camp, which she cofounded, and The Ivymount School, where she is on the board of directors. She is also a member of the Advisory Council of the National Institute of Mental Health. Ms. Greenman is the parent of two children, one of whom has autism. She is overwhelmingly grateful for the wisdom and guidance of the coauthors of this book, from whom she and her family have learned so much.
Read an Excerpt
http://archive.brookespublishing.com/documents/Kenworthy-solving-executive-function-challenges.pdf
Table of Contents
About the Reproducible MaterialsAbout the Authors
Foreword Brenda Smith Myles
Acknowledgments
Introduction and How to Use This Manual
For Whom Is This Book Written?
How to Use This Manual
Making Unstuck and On Target! a Way of Life
- What Is Executive Function, How Is It Impaired in Autism Spectrum Disorder, and Two Ways to Help What Is Executive Function?
- Overview of the Unstuck and on Target! Intervention Three Executive Function Skills
- Unstuck: Teaching a Child to Be Flexible What Is Cognitive Flexibility, and Why Is Being Flexible Important?
- On Target: Planning to Achieve Your Goals What Are Goal Setting and Planning, and Why Are They Important?
- Target Goal What Is a Target Goal, and Why Is It Important?
- Troubleshooting: Changing the Environment to Solve Everyday Problems Why Keep It Positive
How Is Executive Function
Impaired in Autism Spectrum Disorder?
Two Ways to Help: Change the Environment and Teach New Skills
How Do You Make It Happen? Four Teaching Methods
What Are the Key Words and Scripts or Phrases?
Teach by Doing: How to Model Being Flexible/Unstuck
How to Make It Fun
Key Visual and Technological Supports
What Are the Key Words and Scripts or Phrases?
Teach by Doing: How to Model Goal, Plan, Do, Check
How to Make It Fun
Key Visual and Technological Supports
What Are the Key Words and Scripts or Phrases?
Teach by Doing: How to Model Staying on Target
How to Make It Fun
Key Visual and Technological Supports
How to Keep It Positive
Why Avoid Overload?
How to Avoid Overload
Why Break Things Down (When This Child Is So Smart)?
How to Break Things Down and Help a Child Build up to Mastering New Skills
Why Talk Less, Write More (When This Child Has a Bigger Vocabulary than I do)?
How to Talk Less, Write More
Why Should I Take Care of Myself (When It's My Child Who Is Having Difficulty)?
How to Take Care of Yourself
Why Have Coping Strategies Ready
How to Have Coping Strategies Ready
Why Think "Can't, Not Won't"?
How to Think "Can't, Not Won't"
Why Make Technology My Ally?
How to Make Technology Your Ally
Appendix A: Sample Goal, Plan, Do, Checks
Appendix B: Sample Individualized
Education Program Goals and Accommodations that Address Executive Dysfunction
Index
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