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| What You Need to Know | |
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| Introduction | |
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| Why Another Book? | |
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| Who Are We? | |
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| The Plan for This Book | |
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| What Is Executive Functioning? | |
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| The Basics | |
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| A Formal Definition of Executive Functioning | |
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| Understanding Executive Functions by Looking at Life without Them | |
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| A List of Executive Functions | |
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| How This Book is Organized | |
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| Final Thoughts | |
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| Development of the Executive Functions | |
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| The Basics | |
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| Why Is My Child Having Problems with Executive Skill Development? | |
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| I.Q. and Executive Functioning | |
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| Typical Development | |
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| How Do I Know If My Child's Executive Skills Are Developing Normally? | |
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| The Child's Experience of Executive Weaknesses | |
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| The Basics | |
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| Daily Life | |
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| Emotions | |
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| Impact on the Family | |
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| The Basics | |
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| Impact on Parents | |
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| Impact on Siblings | |
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| Impact on Couples | |
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| Special Situations | |
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| Staying Healthy | |
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| Assessment: Figuring Out What's Wrong | |
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| The Basics | |
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| The Purpose of Assessment | |
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| Evaluating the Role of Expectations | |
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| Who Does Testing and What Do They Test? | |
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| Should You Seek Assessment through the Public School System or from a Private Professional? | |
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| How to Be an Educated Consumer | |
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| The Evaluation Process | |
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| Once the Assessment is Done | |
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| Now What? | |
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| AD/HD, Learning Disabilities, and Other Conditions Associated with Executive Dysfunction | |
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| The Basics | |
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| Attention-Deficit/Hyperactivity Disorder (AD/HD) | |
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| Learning Disabilities (LD) | |
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| Autism Spectrum Disorders (ASD) | |
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| Other Conditions Often Associated with Executive Function Weaknesses | |
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| Wrap-Up | |
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| What You Can Do about It | |
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| How to Help-An Overview | |
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| The Basics | |
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| The Two-Pronged Approach | |
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| Designing Interventions | |
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| Creativity at Work | |
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| Behavior Change in a Nutshell | |
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| The Basics | |
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| Use Real Life to Teach | |
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| Take a Teaching versus a Punishing Approach | |
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| Collaborate with Your Child | |
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| Focus on the Desired Outcome | |
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| Raise the Stakes | |
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| Reward Even Small Steps in the Right Direction | |
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| Use "Tried and True" Behavior Modification Techniques | |
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| Trust Your Child's Own Developmental Urges | |
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| When Should You Allow Your Child to Experience Natural Consequences for His Behavior? | |
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| Change Does Not Occur in a Smooth or Steady Uphill Manner | |
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| If at First You Don't Succeed, Try a Few More Times Then...Change Your Expectations! | |
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| The Basics | |
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| Don't Try to Keep Up with the Jones | |
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| The Limbo Game of Setting Expectations | |
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| If You Need to Change Expectations | |
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| Your Child's Expectations | |
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| Your Partner's Expectations | |
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| Fading Support | |
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| Helping Children Control Impulses | |
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| Summary: General Strategies to Help Your Child Control Impulses | |
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| Strategies to Help a Child Manage Verbal Impulsiveness (Talking Excessively, Interrupting Others, etc.) | |
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| Strategies to Help a Child Manage Physical Impulsiveness (Grabbing Things, Pushing and Shoving Others, Hitting, etc.) | |
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| Strategies to Help a Child Stop Irritating Behavior | |
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| Strategies to Help a Child Control Running Off in Stores or Other Settings | |
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| Strategies to Help a Child Manage Homework Problems | |
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| Case Study: Putting It All Together | |
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| Transitioning from Short-Term to Long-Term Goals | |
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| Educate Others and Advocate for Your Child | |
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| Final Thoughts | |
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| Helping Children Shift Gears | |
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| Summary: General Strategies to Help Your Child Shift Gears | |
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| Strategies to Help Reduce a Child's Difficulty with Transitions | |
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| Strategies to Help a Child Adapt to New Situations or Environments | |
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| Strategies to Help a Child Who Becomes Upset when Peers Break the Rules or Behave in Unexpected Ways | |
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| Strategies to Help Reduce a Child's Frustration When Her First Attempt to Solve a Problem Isn't Successful | |
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| Case Study: Putting It All Together | |
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| Transitioning From Short-Term to Long-Term Goals | |
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| Educate Others and Advocate for Your Child | |
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| Final Thoughts | |
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| Helping Children Get Started on Homework and Other Tasks | |
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| Summary: General Strategies to Help Your Child Get Started | |
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| Strategies to Help Your Child Get Started with Homework | |
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| Strategies to Help Your Child Complete Chores and Routine Activities | |
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| Strategies to Help a Child Who Puts Off Major Projects | |
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| Case Study: Putting It All Together | |
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| Transitioning From Short-Term to Long-Term Goals | |
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| Educate Others and Advocate for Your Child | |
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| Final Thoughts | |
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| Helping Children Handle Working Memory Issues | |
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| Summary: General Strategies to Help Your Child with Working Memory Issues | |
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| Strategies to Help a Child Who Has Trouble Following Directions | |
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| Strategies to Help a Child with Written Expression and Other Complex, Multi-Step Tasks | |
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| Strategies to Help a Child Who Interrupts Others So She Won't Forget What She Wants to Say | |
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| Strategies to Help a Child Who Needs to Re-Read or Re-Learn Information - It Just Doesn't Stick | |
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| Strategies to Help a Child Who Has Trouble Taking Notes in Class | |
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| Case Study: Putting it All together | |
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| Transitioning From Short-Term to Long-Term Goals | |
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| Educate Others and Advocate for Your Child | |
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| Final Thoughts | |
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| Helping Children Plan and Organize | |
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| Summary: General Strategies to Help Your Child Organize and Plan | |
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| Strategies to Help a Child Who Does Homework but Doesn't Turn It In | |
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| Strategies to Help a Child Who Arrives at Sports Practice (or Other Event or Activity) Unprepared | |
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| Strategies to Help a Child Who Underestimates the Effort Involved in a Project | |
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| Strategies to Help a Child Who Gets Overwhelmed by Juggling Several Classes or Projects at the Same Time | |
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| Strategies to Help a Student Determine the Most Important Information from Material to Be Learned | |
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| Strategies to Help a Child Organize His Backpack (and Locker, Desk, Bedroom, etc.) | |
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| Case Study: Putting It All Together | |
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| Transitioning From Short-Term to Long-Term Goals | |
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| Educate Others and Advocate for Your Child | |
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| Final Thoughts | |
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| Helping Children Monitor Their Behavior | |
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| Summary: General Strategies to Help Your Child Learn How to Self-Monitor | |
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| Strategies to Help a Child Who Doesn't Notice When She Has Gone Off on a Tangent | |
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| Strategies to Help a Child Who Doesn't Notice "Careless" Errors | |
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| Strategies to Help a Child Who Fails to Adjust Behavior Based on Feedback | |
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| Strategies to Help a Child Notice When Peers Are No Longer Interested in the Topic of Conversation | |
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| Strategies to Help a Child Who is Genuinely Surprised When She Gets in Trouble for Misbehavior ("What Did I Do?") | |
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| Case Study: Putting It All Together | |
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| Transitioning from Short-Term to Long-Term Goals | |
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| Educate Others and Advocate for Your Child | |
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| Final Thoughts | |
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| Concluding Thoughts | |
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| The Zen of Intervention Planning | |
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| The "No Victims" Approach | |
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| Building a Life | |
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| Who Can Help? | |
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| A Field in Progress | |
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| Appendix A | |
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| References | |