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E-raamat: Flexible and Focused: Teaching Executive Function Skills to Individuals with Autism and Attention Disorders

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(Pepperdine University, Department of Psychology, Los Angeles, CA, USA)
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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

Muu info

Defines executive functions and how to recognize and improve executive functioning repertoires in individuals with autism and attention disorders.
Series Foreword: Critical Specialties in Treating Autism and Other Behavioral Challenges vii
Chapter 1 Introduction
1(6)
1.1 How Can This Manual Help?
3(1)
1.2 Who Can Use This Manual?
4(1)
1.3 What Type of Learners Will Benefit From This Manual?
4(1)
1.4 A Consideration for Board Certified Behavior Analysts (BCBAs)
5(1)
1.5 Format of This Manual
5(2)
Chapter 2 Principles Behind the Lessons
7(16)
2.1 Positive Reinforcement
7(3)
2.2 Prompting and Prompt Fading
10(5)
2.3 Chaining
15(2)
2.4 Generalization
17(1)
2.5 Maintenance
18(2)
2.6 Data Collection and Graphing
20(3)
Chapter 3 Self-Awareness, Inhibition, and Self-Management
23(8)
3.1 Self-Awareness
24(2)
3.2 Self-Management
26(5)
Chapter 4 Attention
31(16)
4.1 Morning and Evening Routines
34(2)
4.2 Homework Routine
36(6)
4.3 Sustained Attention
42(5)
Chapter 5 Organization
47(10)
5.1 Cleaning Bedroom
48(2)
5.2 Organizing Homework and School Supplies
50(1)
5.3 Organizing Personal Spaces
51(6)
Chapter 6 Problem Solving, Time Management, and Planning
57(24)
6.1 Problem Solving
57(1)
6.2 Problem Solving Lesson
58(6)
6.3 Time Management
64(1)
6.4 Time Management Lesson
65(5)
6.5 Planning
70(1)
6.6 Using a Planner/Device for Planning
71(1)
6.7 Planning: Short- and Long-Term Goals
71(5)
6.8 Planning: Social Plans and Social Media
76(5)
Chapter 7 Working Memory
81(8)
7.1 Studying Skills
82(2)
7.2 Remembering to Turn In Homework
84(2)
7.3 Keeping Track of Personal Items
86(3)
Chapter 8 Emotional Self-Regulation and Flexibility
89(12)
8.1 Emotional Self-Regulation
90(4)
8.2 Flexibility
94(1)
8.3 Flexibility Lesson
95(6)
Chapter 9 Troubleshooting
101(4)
9.1 Antecedent Manipulations
101(1)
9.2 Reinforcement Procedures
102(1)
9.3 Sufficient Learning Opportunities
102(1)
9.4 Component Skills and Prerequisite Skills
103(1)
9.5 Attention Deficits
103(1)
9.6 Apps
103(1)
9.7 Make It Fun
104(1)
Appendix A 105(2)
References 107(2)
Index 109
Adel C. Najdowski, PhD, BCBA-D (she/her/hers), is an Associate Professor and the Director of the Master of Science in Applied Behavior Analysis (ABA) program at Pepperdine University as well as Research Manager at Halo Behavioral Health. Dr. Najdowski has provided ABA-based services to children with autism spectrum disorder (ASD) and developmental disabilities since 1995. She has more than 45 publications, including her books Flexible and Focused: Teaching Executive Function Skills to Individuals With Autism and Attention Disorders and A Workbook of Ethical Case Scenarios in Applied Behavior Analysis. She currently serves on the editorial board of the Journal of Applied Behavior Analysis and has previously served for Behavior Analysis in Practice and as Guest Editor for a special issue in Research in Autism Spectrum Disorders. She currently serves on the board of directors for the Behavior Analyst Certification Board (BACB) and previously served on the board of directors for the California Association for Behavior Analysis (CalABA). She is also on the disciplinary review committee (DRC) for the BACB. Her current research interests include topics related to social justice teaching higher-order skills to children, teens, and adults diagnosed with ASD. She is a frequent speaker at conferences and on podcasts and web-based shows.
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