Everyday Executive Functions
About the Book
This book presents an innovative model for strengthening and developing executive function in any student, including those with attention, memory, organization, planning, inhibition, initiative, and flexibility difficulties. It provides guidance on how to support each student’s evolving executive function, and how to encourage those who are ready to develop self-advocacy and become more responsible for the development of his or her own executive function skills.
The author advocates a student-centred approach in which educators first explore eight key ‘ingredients’ with the student: relationships; strengths and weaknesses; self-advocacy and responsibility; review and preview; motivation and incentive; synthesis and analysis; rhythm and routine; and practice and repetition. She provides step-by-step explanations of how the educator and student can then explore and use these ‘ingredients’ in different ways and in different combinations to successfully address particular areas of difficulty. The approach is clearly explained, and the author provides many useful examples, tried-and-tested practical tips and strategies; suggested conversation starters; sample time management plans; and other tools that can be adapted to meet the particular needs and abilities of each individual student.
Original and effective, the approach outlined in this book will be of interest to teachers and other professionals involved in supporting executive function in students of all ages, as well as parents and carers.
“Paula Moraine’s goals are to make executive functions more understandable and to guide teachers and parents in helping students learn how they learn. She achieves those goals with clarity and creativity. An excellent book!”
– Steven E. Band, Ph.D., Mt. Washington Pediatric Hospital, Baltimore
“Ms. Moraine tackles a topic of central concern to both educators and parents: executive functions…Her emphasis on self-awareness is used as a tool to build a student’s sense of self-advocacy and competency in the classroom by recognizing relationships, needs, and necessary tools to achieve those needs. She encourages her students to start slow and start small and continually build a set of self-advocacy skills that will ultimately support their success not only in the classroom, but also in their lives.”
– Vincent P. Culotta, Ph.D., Diplomate of the American Board of Professional Neuropsychology, Fellow of the American College of Professional Neuropsychology, President of NeuroBehavioral Associates and co-author of School Success for Kids with Emotional and Behavioral Disorders
“My 10th grade son was discouraged to the point of having shut down educationally and emotionally when we started working with Paula. Using a systematic approach, she has identified his individual learning style and taught him to “tap-in” to strategies that allow him to succeed in any environment. Now he can navigate assignments, tasks, and daily routines achieving outcomes that demonstrate his full potential. Most importantly, he is confident and believes in his abilities again.”
– Cindy Glorioso, mother of two children with ADHD and dysgraphia
“The ‘ingredients’ are presented with great imagery, making the concepts understandable and relevant. Paula provides a fresh and accessible approach to teaching and executive function that every teacher needs.”
– Paula Carmody, M.A.S., Educational Director, The Highlands School