Amazon.com: Executive Function in Education: From Theory to Practice: Lynn Meltzer PhD: Books

Review

"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

"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

"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. 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

"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; Program in Neuroscience and Mental Health, Hospital for Sick Children

"Would make an excellent supplemental reading for courses in educational psychology or special education....Practicing educators would benefit from the prescribed supports for executive functions in the classroom and would increase the learning for all students."--APA PsycCritiques

"This text should help to narrow the gap between research and practice so that methods of identifying and teaching those students with executive function difficulties can be improved....Recommended. Upper-division undergraduates and graduate students."--Choice

"Meltzer's book is an excellent resource for educators, psychologists, and researchers interested in expanding their knowledge of executive functioning processes and disorders....This book has the potential to fill an information gap for its intended reading audience."--Canadian Journal of Education

Product Description

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 disorders--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.

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Product Details

Hardcover: 320 pages
Publisher: The Guilford Press; 1 edition (January 10, 2007)
Language: English
ISBN-10: 1593854285
ISBN-13: 978-1593854287
Product Dimensions: 9.3 x 6.3 x 1.3 inches
Shipping Weight: 1.2 pounds (View shipping rates and policies)

Average Customer Review: 4.7 out of 5 stars See all reviews (3 customer reviews)

Amazon.com Sales Rank: #196,018 in Books (See Bestsellers in Books)

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Front Cover | Table of Contents | First Pages | Index | Surprise Me!

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Key Phrases - Statistically Improbable Phrases (SIPs): (learn more)
executive function processes, executive function weaknesses, students with nonverbal learning disabilities, executive function difficulties, children with nonverbal learning disabilities, metacognitive program, learning disabilities benefit, weak executive function, strategy notebooks, good persuasive essay, other struggling writers, math learning disabilities, other writing tasks, egy instruction, apprentice stage, executive function skills, executive function problems, overflow movements, executive control processes, executive function deficits, comprehension goal, compensatory skills, executive impairments, students with learning disabilities, math classroom

Key Phrases - Capitalized Phrases (CAPs): (learn more)
New York, Guilford Press, Journal of Learning Disabilities, Oxford University Press, Wisconsin Card Sorting Test, Assessment Resources, Journal of Educational Psychology, Learning Disability Quarterly, Behavior Rating Inventory of Executive Function, Cambridge University Press, American Psychologist, Child Development, Triple Note Tote, Academic Press, Child Neuropsychology, Sales Pollica, San Antonio, Trail Making Test, Brookline Books, Educational Psychologist, Journal of Applied Behavior Analysis, Psychological Corporation, Review of Educational Research, Top Three Hits, United States

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What Do Customers Ultimately Buy After Viewing This Item?

	54% buy the item featured on this page: Executive Function in Education: From Theory to Practice 4.7 out of 5 stars (3) $29.60
	18% buy Smart but Scattered: The Revolutionary "Executive Skills" Approach to Helping Kids Reach Their Potential 5.0 out of 5 stars (3) $12.44
	13% buy Late, Lost, and Unprepared: A Parents' Guide to Helping Children with Executive Functioning 4.8 out of 5 stars (5) $13.57
	10% buy Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention (The Guilford Practical Intervention in Schools Series) 4.7 out of 5 stars (9) $25.65

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Average Customer Review

4.7 out of 5 stars (3 customer reviews)

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15 of 15 people found the following review helpful:

5.0 out of 5 stars Useful for your educating school personnel , December 23, 2007

By	schleppenheimer (Pennsylvania USA) - See all my reviews

This is an excellent, informative book on executive function, which is often a lot of the problem with students further on the spectrum and who are mainstreamed in school. It explains things I haven't really understood previously about executive function problems that my son deals with -- why he doesn't get started on a project, why he doesn't continue through a project and finish it to the end. Various authors contributed to this book, and so you get a psychological, physical, and educational perspective that is necessary for understanding the situation, and some very good tools to help. Also of benefit is a full explanation of the battery of tests that are used to figure out if a student has executive function problems.

I took the book with me to our son's IEP this year, and used it quite a bit to help our son's teachers understand what might be issues in the coming year.

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14 of 15 people found the following review helpful:

4.0 out of 5 stars Thinking Process Clarified, May 28, 2007

By	Thomas( Doc Savage 45) (St. James, MN United States) - See all my reviews

As a psychologist with 30 years experience, I have been focusing on issues of attention, memory and cognition, as it relates to self esteeme, performance, and the development of emotional difficulties. The text is more focused on school which is where we developed and where we met our most difficult challenges in performance. It is exciting to see that educators are doing more to help children who are between the special education criterion and the kids who don't have difficulty. It is also important to understand the process of learning so we can better teach to the student rather than the student learning how we teach! This book can help open the educators doors to higher learning.

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2 of 2 people found the following review helpful:

5.0 out of 5 stars Great Resource for Parents and Practitioners, February 5, 2009

By	Christopher J. Alexander, Ph.D. "Christopher ... (Rio Rancho, NM USA) - See all my reviews

As a child psychologist who works primarily with foster and adopted children, I use this book quite frequently as a resource. I also recommend it to parents who have children with learning disorders, cognitive problems, or just a tough time being in school.

It's an edited book, so one advantage is that the reader gets various perspectives on helping children with executive delays and challenges. The first part of the book is more clinical, however, which means most parents will derive the greatest benefit from the last 6 chapters.

Collectively, the authors do a nice job of helping the reader to understand what the child's experience is like. This helps broaden empathy on the part of teachers and parents alike, as too often, everyone spends too much time being mad at or frustrated with the child.

I hope the book is selling well, as it is a good resource; in fact, it is one of the better books I've come across in this classification. I'd like to see it as required reading for special education teachers and in classes for parents of special needs kids.

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