- Hardcover: 320 pages
- Publisher: The Guilford Press; 1 edition (January 10, 2007)
- Language: English
- ISBN-10: 1593854285
- ISBN-13: 978-1593854287
- Product Dimensions: 6.4 x 1.1 x 9.1 inches
- Shipping Weight: 1.2 pounds (View shipping rates and policies)
- Average Customer Review: 4.5 out of 5 stars See all reviews (11 customer reviews)
- Amazon Best Sellers Rank: #937,282 in Books (See Top 100 in Books)
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Executive Function in Education: From Theory to Practice 1st Edition
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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.
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Top customer reviews
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.
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.
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.