Executive Skills in Children and Adolescents, Second Edition

Peg Dawson, EdD, is a staff psychologist at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire, where she works with children and adults. Dr. Dawson is a past president of the New Hampshire Association of School Psychologists, the National Association of School Psychologists (NASP), and the International School Psychology Association, and a recipient of the Lifetime Achievement Award from NASP. With Richard Guare, she is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, and The Smart but Scattered Guide to Success (with a focus on adults). Drs. Dawson and Guare are also coauthors of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Second Edition. Richard Guare, PhD, is Director of the Center for Learning and Attention Disorders in Portsmouth, New Hampshire. Dr. Guare's research and publications focus on the understanding and treatment of learning and attention difficulties. He is a neuropsychologist and board-certified behavior analyst who frequently consults to schools and agencies. With Peg Dawson, he is coauthor of bestselling books for general readers, including Smart but Scattered, Smart but Scattered Teens, and The Smart but Scattered Guide to Success (with a focus on adults). Drs. Guare and Dawson are also coauthors of The Work-Smart Academic Planner, Revised Edition, and books for professionals including Executive Skills in Children and Adolescents, Second Edition.

1. Overview of Executive Skills

2. Assessing Executive Skills

3. Linking Assessment to Intervention

4. Interventions to Promote Executive Skills

5. Specific Teaching Routines to Promote Executive Skills Development

6. Interventions for Specific Executive Skills Domains

7. Coaching Students with Executive Skills Deficits

8. Executive Skills Interventions within a Response-to-Intervention Framework

9. Applications to Specific Populations

10. Planning for Transitions

Appendix: Reproducible Forms