Solving Executive Function Challenges

by Lauren Kenworthy, Laura Anthony, Katie Alexander

Overview

How can you help kids with autism be flexible, get organized, and work toward goals—not just in school but in everyday life? It's all about executive function, and this quick problem-solving guide helps you explicitly teach these critical skills to high-functioning children with autism (Grades K-8). Used on its own or in tandem with the popular Unstuck and On Target! classroom curriculum, this practical guide shows how to embed executive function instruction in dozens of everyday scenarios, from morning routines to getting homework done. Designed for therapists, teachers, and parents, these highly effective techniques give children the skills they need to navigate each day, reach their goals, and succeed inside and outside the classroom.

THIS BOOK HELPS YOU:

• Understand executive function—why it's important and why it's challenging for children with autism
• Teach three skills critical to success: flexibility, goal setting, and organization
• Use consistent scripts and key words to help children process your message
• Model desired behaviors —and fade your guidance as children generalize skills
• Provide simple, effective visual cues that keep kids unstuck and on target
• Keep it fun and positive, with tips on creative, playful ways to teach executive function skills

PRACTICAL MATERIALS: Dozens of specific, easy-to-do examples; "Goal, Plan, Do, Check" scripts and worksheets that break down tasks into small, achievable chunks; key words and phrases that help kids stay on target; reproducible visual aids; sample IEP goals.

Help children with autism

• Compromise with family and friends
• Turn "big deals" into "little deals"
• Move on to Plan B when Plan A doesn't work
• Make plans and carry them out
• Solve problems independently
• Be a good friend
• Handle disappointments and unexpected events
• Avoid "whims" that get them off track

Quick-reference magnet included! As a bonus, you'll also get a 4 x 6 magnet printed with key words and sample scripts from Unstuck and On Target! It's a handy quick reference for the "Goal-Plan-Do-Check" process that helps students set and meet goals.

Product Details

ISBN-13:	9781598576030
Publisher:	Brookes, Paul H. Publishing Company
Publication date:	05/01/2014
Pages:	165
Sales rank:	272,786
Product dimensions:	6.00(w) x 8.90(h) x 0.40(d)

About the Author

Lauren Kenworthy is the Director of the Center for Autism Spectrum Disorders at Children's National Medical Center and is an Associate Professor of Psychiatry, Pediatrics, and Neurology, The George Washington University Medical School. She has specialized in the neuropsychological assessment of children with social learning disorders and executive dysfunction for over 15 years. In addition, Dr. Kenworthy has published over 20 peer reviewed papers investigating autism and executive function, as well as developing the most widely used assessment tool in the field, the Behavior Rating Inventory of Executive Function (BRIEF; Gioia, Isquith, Guy, & Kenworthy, 2000).

Dr. Laura Anthony is a clinical and developmental psychologist at the Center for Autism Spectrum Disorders at Children's National Medical Center and an Assistant Professor in the Departments of Psychiatry and Behavioral Sciences and Pediatrics, Children's National Medical Center (CNMC) at the George Washington University School of Medicine & Health Sciences (GWU). She leads the intervention program at the Center for Autism Spectrum Disorders, an active interdisciplinary evaluation, treatment, research and training clinic. Dr. Anthony has expertise in developing clinical interventions and over 20 years of extensive experience in studying and treating behavioral rigidities (executive dysfunction) and stereotyped behaviors in children with developmental disorders. In addition, she and Dr. Kenworthy were awarded an ASD supplement to CNMC's Leadership Education in Neurodevelopmental Disorders program to provide interdisciplinary training in the evaluation, treatment and research with children with ASD.

For over 10 years, Katie C. Alexander has dedicated her work to serving individuals with autism spectrum disorders (ASD), their families, and the professionals who support them. Katie is an occupational therapist who has conducted research on cognitive behavioral intervention for adolescents with Asperger's Disorder and has provided trainings and presentations both nationally and at the state level. Recently, Katie served as the founding program director for the Model Asperger Program at Ivymount School (MAP), where she led the development and implementation of a model, evidence-based educational programming, including intervention targeting social competency, positive behavior supports, and executive function. Katie has since authored two textbook chapters and continues to develop programming for individuals with ASD and participate in the research collaboration between the Ivymount School and Children's National Medical Center.

Monica Adler Werner, M.S., is the Director of the Model Asperger Program (MAP) at the Ivymount School. In that capacity she has spearheaded the development of a social learning curriculum that emphasizes problem solving, self advocacy and self regulation. Ms Werner has been a major contributor to the development of the intervention. In addition, she is a co-founder of Take2 Summer Camp, a program designed to develop social thinking, problem solving and skills. She also serves as an ad hoc public reviewer of NIMH autism grants.

Lynn Cannon, M.Ed., is a special education coordinator at the Ivymount School. She is responsible for helping to develop and oversee the social learning and academic curriculum for the lower and middle school students at Ivymount School. Ms. Cannon is the director of Take2 Summer Camp, a program designed to develop interaction skills and social thinking in children ages 8–12. Prior to her work at Ivymount School Lynn was a classroom teacher at the Lab School of Washington, in Washington DC. Ms. Cannon has been a major contributor to the development of the intervention. She has led all of the data collection, the implementation of the intervention and the training of the teachers in the pilot feasibility and development trial.

Lisa Greenman, J.D., is an attorney in Washington, D.C., specializing in issues relating to developmental disability and mental illness that arise in the defense of death penalty cases. She is closely involved with two innovative educational programs that serve children with autism spectrum disorder, Take2 Summer Camp, which she cofounded, and The Ivymount School, where she is on the board of directors. She is also a member of the Advisory Council of the National Institute of Mental Health. Ms. Greenman is the parent of two children, one of whom has autism. She is overwhelmingly grateful for the wisdom and guidance of the coauthors of this book, from whom she and her family have learned so much.

Read an Excerpt

Download an excerpt
What is a target goal, and why is it important?

Table of Contents

About the Reproducible Materials
About the Authors
Foreword Brenda Smith Myles
Acknowledgments
Introduction and How to Use This Manual
For Whom Is This Book Written?
How to Use This Manual
Making Unstuck and On Target! a Way of Life

1. What Is Executive Function, How Is It Impaired in Autism Spectrum Disorder, and Two Ways to Help
What Is Executive Function?
How Is Executive Function
Impaired in Autism Spectrum Disorder?
Two Ways to Help: Change the Environment and Teach New Skills
2. Overview of the Unstuck and on Target! Intervention
Three Executive Function Skills
How Do You Make It Happen? Four Teaching Methods
3. Unstuck: Teaching a Child to Be Flexible
What Is Cognitive Flexibility, and Why Is Being Flexible Important?
What Are the Key Words and Scripts or Phrases?
Teach by Doing: How to Model Being Flexible/Unstuck
How to Make It Fun
Key Visual and Technological Supports
4. On Target: Planning to Achieve Your Goals
What Are Goal Setting and Planning, and Why Are They Important?
What Are the Key Words and Scripts or Phrases?
Teach by Doing: How to Model Goal, Plan, Do, Check
How to Make It Fun
Key Visual and Technological Supports
5. Target Goal
What Is a Target Goal, and Why Is It Important?
What Are the Key Words and Scripts or Phrases?
Teach by Doing: How to Model Staying on Target
How to Make It Fun
Key Visual and Technological Supports
6. Troubleshooting: Changing the Environment to Solve Everyday Problems
Why Keep It Positive
How to Keep It Positive
Why Avoid Overload?
How to Avoid Overload
Why Break Things Down (When This Child Is So Smart)?
How to Break Things Down and Help a Child Build up to Mastering New Skills
Why Talk Less, Write More (When This Child Has a Bigger Vocabulary than I do)?
How to Talk Less, Write More
Why Should I Take Care of Myself (When It's My Child Who Is Having Difficulty)?
How to Take Care of Yourself
Why Have Coping Strategies Ready
How to Have Coping Strategies Ready
Why Think "Can't, Not Won't"?
How to Think "Can't, Not Won't"
Why Make Technology My Ally?
How to Make Technology Your Ally

Endnotes
Appendix A: Sample Goal, Plan, Do, Checks
Appendix B: Sample Individualized
Education Program Goals and Accommodations that Address Executive Dysfunction
Index

Editorial Reviews

“Provides parents, teachers, and therapists with practical tools and strategies for teaching students with ASD executive functioning skills that will significantly improve their quality of life and promote positive behaviors.

Dr. Deb Leach