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Taken from: Get It Together: Math Problems for Groups Grades 4-12, published by
14
INFORMAL ASSESSMENTS
Parent and Teacher Interviews
Parent interview (look for specific examples of
problems in areas likely to be affected by
executive skill deficits, including problems with
homework, chores, following directions, social
interactions, organizational skills, etc.).
Teacher interviews (again, look for specificity of
examples in relevant areas, e.g., following
complex directions, task initiation, handling
long-term assignments, response to open-
ended tasks, social interactions, responses to
classroom/school rules, etc.).
Behavior Observation
FORMAL ASSESSMENTS
Provide the context for examining other variables
such as cognitive abilities, emotional status, and
academic skills that can affect or be affected by
executive skills.
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Intervening
We must
1. Intervene at the level of the
environment and
2. Intervene at the level of the child
Intervening at the Level of the
Environment
Verbal Prompts
Visual Cues
Schedules
Lists
Audiotaped Cues
Alarm Reminders.
Change the Way Adults Interact
With the Youngster
Before the task:
Rehearse what will happen and how
student will handle it
Use verbal prompts or reminders to elicit
the executive skills
Arrange for other cues: lists, schedules,
alarm
Change the Way Adults Interact
With the Youngster
During the task:
Coach the student to elicit the rehearsed
behaviors
Remind the student to check his or her list
or schedule
Monitor the situation to understand triggers
or other factors
Change the Way Adults Interact
With the Youngster
After the task:
Provide positive reinforcement
Debrief
Consult with others (gened teachers)
Intervene at the Level of the
Student
2. Set a goal.
They direct behavior (toward task relevant
and away from task irrelevant behavior)
They energize
They encourage persistence
They motivate people to discover and use
task- relevant knowledge and skills.
7 steps to teaching executive skills
Anderson, V. A., Anderson, P., Northam, E., Jacobs, R., & Catroppa,
C. 2001) Development of executive functions through late
childhood in an Australian sample. Developmental
Neuropsychology, 20, 385-406.
Barkley, R. A. (1997). ADHD and the nature of self-control. New York:
The Guilford Press.
Buron, K. D. & Curtis, M. B. (2003). The incredible 5-point scale.
Shawnee Mission, KS: Autism Asperger Publishing Company.
Dawson, P. & Guare, R. (1998). Coaching the ADHD student. North
Tonawanda, NY: Multi-Health Systems.
References