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Supporting Students Who Need More Help (excerpt from Boosting Executive Skills in the Classroom)

Supporting Students Who Need More Help (excerpt from Boosting Executive Skills in the Classroom)

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An excerpt from Chapter 4 of Joyce Cooper-Kahn's "Boosting Executive Skills in the Classroom: A Practical Guide for Educators." For more information or to purchase the book, visit http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118141091.html

An excerpt from Chapter 4 of Joyce Cooper-Kahn's "Boosting Executive Skills in the Classroom: A Practical Guide for Educators." For more information or to purchase the book, visit http://www.wiley.com/WileyCDA/WileyTitle/productCd-1118141091.html

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Published by: Jossey-Bass Education on Feb 12, 2013
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09/17/2013

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 4
Supporting Students WhoNeed More Help
E
ven in classrooms that are EF smart, some studentshave trouble managing school demands. These stu-dents need more targeted help to manage the dailyworkload and to develop the routines and habits they need to become independent learners.The targeted strategies outlined and described in thischapter have been used successully in classroom settingsand learning resource centers, as well as in individual studentsessions. Although there is only limited research on specifcinterventions or students with weak executive skills, we haveintegrated what is available, in keeping with our support orevidence-based practice. Incorporate your knowledge o eachspecifc student and your own classroom to modiy these asneeded.How do you know which behaviors to target? In mostcases, you know rom your own classroom observations aswell as conversations with the student where a student is trip-ping up. Combine this inormation with that o other teachersand that gleaned rom a conversation with the parents, andyou generally have your targets!I you are unclear about the specifc nature o the problem,then you can consider requesting that a qualifed sta personin your school administer a questionnaire that assesses behav-iors associated with executive unctioning. There are many
 
78
 Boosting Executive Skills in the Classroom
such scales that are commercially available, but we preer theBehavior Rating Inventory o Executive Functions (BRIEF) tohelp guide these decisions.
1
When you have questions aboutwhether or not there are co-occurring conditions that needattention, a reerral 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.
PLANNERS
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 aterwork, the reality is that when they walk through the door,
 
 
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