Helping Students Take Control of Everyday Executive Functions

Helping Students Take Control of Everyday Executive Functions

The Attention Fix

Author
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.
  • Published: May 15, 2012
  • Pages: 208
  • 228 x 150mm
  • ISBN 9781849058841
$29.95
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Press reviews for: Helping Students Take Control of Everyday Executive Functions

Midwest Book Review

Through a combination of time management skills, planning and initiative, teachers are given formulas for success relating specifically to executive function skills, and will find this a powerful teaching tool.

Nasen Special Magazine

Readers, both teachers and parents, will recognise the situations, the conversations, the misunderstandings and the frustrations, and they will gain a valuable range of techniques and options for helping young people learn to fix their attention.

Steven E. Band, Ph.D., Mt. Washington Pediatric Hospital, Baltimore

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!

Cindy Glorioso, mother of two children with ADHD and dysgraphia

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 which demonstrate his full potential. Most importantly, he is confident and believes in his abilities again.

Paula Carmody, M.A.S., Educational Director, The Highlands School

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.

Ailsa Gillen, Specialist OT, Child and Adolescent Mental Health Services, NHS Lothian

British Journal of Occupational Therapy (BJOT)

This book presents techniques to use with students, both in schools and at home. It is aimed at educators and, to some extent, parents. The author explores 'executive functions', which she defines as attention, memory, planning, organization inhibition, initiative, and flexibility... The book is also American and focuses on the United States school system. There are, however, many concepts, ideas, and interventions which are transferrable to the United Kingdom. Overall this is a useful book which offers a model of working for those based in the education system and perhaps elsewhere.

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