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Executive Function in Education, First Edition: From Theory to Practice First Edition

by Lynn Meltzer (Editor)

4.3 13 ratings

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Executive Function in Education: From Theory to Practice
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This uniquely integrative book brings together research on executive function processes from leaders in education, neuroscience, and psychology. It focuses on how to apply current knowledge to assessment and instruction with diverse learners, including typically developing children and those with learning difficulties and developmental disabilities. The role of executive function processes in learning is examined and methods for identifying executive function difficulties are reviewed. Chapters describe scientifically grounded models for promoting these key cognitive capacities at the level of the individual child, the classroom, and the entire school. Implications for teaching particular content areas—reading, writing, and math—are also discussed.

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

"This is a very useful book for specialists working with children and adolescents as it brings together research and practice in a readable format." ― Schooldays Magazine Published On: 2010-03-27

About the Author

Lynn Meltzer, PhD, is Co-Founder and Co-Director of the Institute for Learning and Development (ILD) and ResearchILD in Lexington, Massachusetts. She holds appointments as an Associate in Education at the Harvard Graduate School of Education and as an Adjunct Associate Professor at the Tufts University Department of Child Development. Dr. Meltzer's clinical practice, research, publications, and presentations have focused on understanding the complexity of learning and attention problems using a multidimensional model to bridge the gap between theory, research, and practice. A fellow and past president of the International Academy for Research in Learning Disabilities, she is the founder and chair of the national Learning Differences Conference.

ISBN-10

1606236466
ISBN-13

978-1606236468
Edition

First Edition
Publisher

The Guilford Press
Publication date

March 25, 2010
Language

English
Dimensions

6 x 0.78 x 9 inches
Print length

320 pages
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Product details

Publisher ‏ : ‎ The Guilford Press; First Edition (March 25, 2010)
Language ‏ : ‎ English
Paperback ‏ : ‎ 320 pages
ISBN-10 ‏ : ‎ 1606236466
ISBN-13 ‏ : ‎ 978-1606236468
Item Weight ‏ : ‎ 15.5 ounces
Dimensions ‏ : ‎ 6 x 0.78 x 9 inches

Best Sellers Rank: #2,915,433 in Books (See Top 100 in Books)
- #434 in Neuropsychology (Books)
- #690 in Child Psychiatry
- #691 in Neuroscience (Books)

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Great Resource for Parents and Practitioners

Reviewed in the United States on February 6, 2009

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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.

18 people found this helpful

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Kenneth J. Kohutek

One of the necessary bridges between neuroscience research and its application in the classroom

Reviewed in the United States on April 3, 2011

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The list of contributors for this book, edited by Lynn Meltzer, reads like a "Who's Who" in the field of executive function research. The study of executive functioning traces its history back to the field of head trauma. With the progress in neuro-imaging, more current research has been directed toward students who experience academic/behavioral difficulty. The authors in this book describe the advances as well as possible pitfalls (Chapter 4 by Kurt Fischer and Samantha Daley)in applying this area of research to education.

The sections of the book cover the theoretical and conceptual frameworks, the challenges and difficulties found in the identification and treatment of executive functioning, and finally, a section of recommended interventions The intervention section considers a schoolwide curriculum and a classroom strategy. Also, discussed are strategies for approaching executive deficits which might interfere with reading comprehension, writing and mathematics.

This book is highly recommended for parents, educators, psychologists, counselors and any individual involved in the academic, emotional, or cognitive development of young people. Most of the chapters are not light reading and may require time to digest.

6 people found this helpful

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mike otuel

Epic book that will enable executive functions to be understood and practiced

Reviewed in the United States on June 8, 2013

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Great book as it represents the power of translational knowledge. The editor does a good job of integrating sometimes technical and difficult to understand material that is neurologically based into practical understanding and pragmatic applications. While intended for educators, lifetime learners-especially those of an auotdidactic bent, will embellish its treasures discovered herein. For educators, this book is epic in that it helps create a framework to encourage pedagogies that emphasize developing executive functioning skills through out primary and secondary education. Especially, college level educators could benefit from reading this book as knowledge of executive function is very critical to enable adults to learn how to develop and utilize advanced cognitive skills!

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Thomas( Doc Savage 45)

Thinking Process Clarified

Reviewed in the United States on May 28, 2007

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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.

22 people found this helpful

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mariaL NY

More for practioner than parent book

Reviewed in the United States on January 16, 2013

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Too Technical for the lay person to understand fully. I wished the book had given more examples on how we as parents can help our child own the executive function disability to better cope with it through life.

One person found this helpful

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C. Patterson

Lynn Meltzer is an expert on EF

Reviewed in the United States on November 13, 2012

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This in-depth book gives you real insights into the nature of executive functioning. The author's writing style is clear and inviting, and she explains somewhat complex relationships very well. First of all, how are ADHD and Executive Functioning (EF) deficits related? Is it possible to have EF deficits and NOT have ADHD? (yes.)
Overall, though, you learn about how devastating the lack or underdevelopment of particular skills are on achievement, and with that understanding, you can guide students through a difficult transition (usually middle school and high school) and give them hope that they will be able to pursue their dreams.

3 people found this helpful

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Erin

Excellent Resource for Parents

Reviewed in the United States on March 6, 2013

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My daughter has ADHD inattentive type and LD Executive Function. This book is an excellent resource for practical advice on interventions needed in the classroom. This helped me argue my points effectively during the IEP development process. If only I could get the rest of the IEP team to read it now!

One person found this helpful

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Marcela

Different excerpts that make the topic accesible

Reviewed in the United States on August 31, 2013

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The book is organized by topics that are very well developed. I liked the presentation of practical interventions for people working in education.

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