Boosting Executive Skills in the Classroom
such scales that are commercially available, but we preer theBehavior Rating Inventory o Executive Functions (BRIEF) tohelp guide these decisions.
When you have questions aboutwhether or not there are co-occurring conditions that needattention, a reerral or more comprehensive evaluation may be needed. In Table 4.1, you will fnd a list o specifc interven-tions or specifc EF targets. The column headings are basedon the core executive unctions as described by Gioia and hiscolleagues (see Chapter One). We devote the remainder o thechapter to in-depth descriptions o each o these interventionsand comments about their use.
Recommended levels: unless otherwise noted, grade 2 throughadult (or whenever homework, tests, or long-term projects begin in your school)
As basic as it may seem, we want to state here that the frststep in using a planner is writing the student’s name in boldletters on the ront or back . . . just in case he loses it. The sec-ond most important step is or students to bring their plannerto every class and or each teacher to give three to fve pre-cious minutes at the end o class or students to write downtheir assignments as illustrated in Figure 4.1. Many teacherscurrently post assignments online or their students, but this isnot enough—many students, and especially students with cer-tain EF challenges, can’t even get out o the building at the endo the day with the materials they need to do homework thatnight. We joke with some parents that their children should be required to show their planner as a ticket to get into thecar at the end o the day. I they don’t have it, their penalty issimply . . . to go get it.For those amilies who connect later in the evening aterwork, the reality is that when they walk through the door,