Screen LibraryFlexible and focused : teaching executive function skills to individuals with autism and attention disorders /
Flexible and Focused: Teaching Executive Function Skills to Individuals with Autism and Attention Disorders is a manual written for individuals who work with learners who struggle with executive function deficits. The manual takes the perspective that executive function skills can be improved throug...
Saved in:
| Main Authors: | |
|---|---|
| Corporate Authors: | |
| Published: |
Academic Press is an imprint of Elsevier,
|
| Publisher Address: | London : |
| Publication Dates: | 2017. |
| Literature type: | eBook |
| Language: | English |
| Series: |
Critical specialties in treating autism and other behavioral challenges
|
| Subjects: | |
| Online Access: |
https://www.sciencedirect.com/science/book/9780128098332 |
| Summary: |
Flexible and Focused: Teaching Executive Function Skills to Individuals with Autism and Attention Disorders is a manual written for individuals who work with learners who struggle with executive function deficits. The manual takes the perspective that executive function skills can be improved through effective intervention, just like any other skills. This how-to manual provides practical strategies for teaching learners to be focused, organized, flexible, and able to effectively manage themselves. Ready-to-use lessons, data sheets, worksheets, and other tools for practitioners, educators, and parents are provided to help them tackle common problems associated with executive function deficits in learners of any diagnosis, ages 5 to adult. The principles of applied behavior analysis (ABA), which form the foundation of this manual, are translated into simple, easy-to-use procedures. Lessons for improving executive function skills in real-life everyday situations are provided in the following areas: Self-awareness; Inhibition and impulse control; Self-management; Attention; Organization; Problem solving; Time management; Planning; Working memory; Emotional self-regulation; Flexibility; Provides an overview of what constitutes executive function skills; Outlines how techniques based on applied behavior analysis can be used to teach skills; Presents step-by-step lessons for practitioners, educators, and parents to implement with individuals with executive function deficits; Includes data sheets, task analyses, worksheets, and visual aids. |
| Carrier Form: | 1 online resource. |
| Bibliography: | Includes bibliographical references and index. |
| ISBN: |
9780128098349 0128098341 |
| Index Number: | LB1590 |
| CLC: | G442 |
| Contents: |
Front Cover; Flexible and Focused; Copyright Page; Contents; Series Foreword: Critical Specialities in Treating Autism and Other Behavioral Challenges; Purpose; 1 Introduction; 1.1 How Can This Manual Help?; 1.2 Who Can Use This Manual?; 1.3 What Type of Learners Will Benefit From This Manual?; 1.4 A Consideration for Board Certified Behavior Analysts (BCBAs); 1.5 Format of This Manual; 2 Principles Behind the Lessons; 2.1 Positive Reinforcement; 2.1.1 Reinforcers Vary Across Individuals; 2.1.2 Pair Reinforcement With Praise; 2.1.3 Reinforcers Need to be Effective. 2.2 Prompting and Prompt Fading2.2.1 Types of Prompts; 2.2.1.1 Shadowing; 2.2.1.2 Devices; 2.2.1.2.1 Countdown Beeping Timers; 2.2.1.2.2 Countdown Visual Timers; 2.2.1.2.3 Interval Beeping Apps; 2.2.1.3 Leading Questions; 2.2.1.4 Experiential Prompt; 2.2.1.5 Visual Aids; 2.2.2 Prompt Fading; 2.3 Chaining; 2.3.1 Chaining Procedures; 2.3.1.1 Forward Chaining; 2.3.1.2 Backward Chaining; 2.3.1.3 Total Task Chaining; 2.3.2 Choosing a Chaining Procedure; 2.4 Generalization; 2.5 Maintenance; 2.5.1 Training Caregivers in Maintenance; 2.5.2 Thinning Reinforcement; 2.5.3 Self-Monitoring Maintenance. 2.6 Data Collection and Graphing3 Self-Awareness, Inhibition, and Self-Management; 3.1 Self-Awareness; 3.1.1 Procedure; 3.2 Self-Management; 3.2.1 Prerequisite; 3.2.2 Procedure; 4 Attention; 4.1 Morning and Evening Routines; 4.1.1 Prerequisites; 4.1.2 Procedure; 4.1.3 Mastery Criterion; 4.1.4 Data Collection and Graphing; 4.2 Homework Routine; 4.2.1 Prerequisites; 4.2.2 Procedure; 4.2.3 Homework Planning Sheet; 4.2.4 Mastery Criterion; 4.2.5 Data Collection and Graphing; 4.2.6 Long-Term School Projects; 4.3 Sustained Attention; 4.3.1 Procedure; 4.3.2 Mastery Criterion. 4.3.3 Data Collection and Graphing4.3.4 Troubleshooting; 5 Organization; 5.1 Cleaning Bedroom; 5.1.1 Procedure; 5.1.2 Mastery Criterion; 5.1.3 Data Collection and Graphing; 5.2 Organizing Homework and School Supplies; 5.2.1 Organizational Scheme for Schoolwork; 5.2.2 Organizational Scheme for Backpack; 5.2.3 Organizational Scheme for Desk; 5.3 Organizing Personal Spaces; 5.3.1 Procedure; 5.3.2 Mastery Criterion; 5.3.3 Data Collection and Graphing; 5.3.4 Troubleshooting; 6 Problem Solving, Time Management, and Planning; 6.1 Problem Solving; 6.2 Problem Solving Lesson; 6.2.1 Procedure. 6.2.2 Mastery Criterion6.2.3 Data Collection and Graphing; 6.2.4 Troubleshooting; 6.3 Time Management; 6.4 Time Management Lesson; 6.4.1 Teaching Sequence; 6.4.2 Mastery Criterion; 6.4.3 Data Collection and Graphing; 6.5 Planning; 6.6 Using a Planner/Device for Planning; 6.6.1 Prerequisite; 6.6.2 Procedure; 6.7 Planning: Short- and Long-Term Goals; 6.7.1 Procedure; 6.7.2 Mastery Criterion; 6.7.3 Data Collection and Graphing; 6.8 Planning: Social Plans and Social Media; 6.8.1 Prerequisite; 6.8.2 Procedure; 6.8.3 Mastery Criterion; 6.8.4 Data Collection and Graphing; 7 Working Memory. |