25 Executive Skills Questionnaire — Peg Dawson & Richard Guare

25 

Executive Skills Questionnaire —

Peg Dawson & Richard Guare

Step I: Read each item below and then rate that item based on the extent to which you agree or

disagree with how well it describes you. Use the rating scale below to choose the appropriate

score. Then add the three scores in each section. Use the Key on page 2 to determine your

executive skill strengths (2-3 highest scores) and weaknesses (2-3 lowest scores).

Strongly disagree 1 Tend to agree 5

Disagree 2 Agree 6

Tend to disagree 3 Strongly agree 7

Neutral 4

Item Your score

1. I don’t jump to conclusions

2. I think before I speak.

3. I don’t take action without having all the facts.

YOUR TOTAL SCORE:

4. I have a good memory for facts, dates, and details.

5. I am very good at remembering the things I have committed to do.

6. I seldom need reminders to complete tasks

YOUR TOTAL SCORE:

7. My emotions seldom get in the way when performing on the job.

8. Little things do not affect me emotionally or distract me from the task at hand.

9. I can defer my personal feelings until after a task has been completed

YOUR TOTAL SCORE:

10. No matter what the task, I believe in getting started as soon

as possible.

11. Procrastination is usually not a problem for me.

12. I seldom leave tasks to the last minute

YOUR TOTAL SCORE:

13. I find it easy to stay focused on my work.

14. Once I start an assignment, I work diligently until it’s completed.

15. Even when interrupted, I find it easy to get back and complete the job at hand.

YOUR TOTAL SCORE:

16. When I plan out my day, I identify priorities and stick to them

17. When I have a lot to do, I can easily focus on the most important things .

18. I typically break big tasks down into subtasks and timelines.

YOUR TOTAL SCORE:

19. I am an organized person.

20. It is natural for me to keep my work area neat and organized.

21. I am good at maintaining systems for organizing my work.

YOUR TOTAL SCORE:

26 

Strongly disagree 1 Tend to agree 5

Disagree 2 Agree 6

Tend to disagree 3 Strongly agree 7

Neutral 4

Item Your score

22. At the end of the day, I’ve usually finished what I set out to do.

23. I am good at estimating how long it takes to do something.

24. I am usually on time for appointments and activities.

YOUR TOTAL SCORE:

25. I take unexpected events in stride.

26. I easily adjust to changes in plans and priorities.

27. I consider myself to be flexible and adaptive to change.

YOUR TOTAL SCORE:

28. I routinely evaluate my performance and devise methods for

personal improvement.

29. I am able to step back from a situation in order to make objective

decisions.

30. I “read” situations well and can adjust my behavior based on the reactions of others.

YOUR TOTAL SCORE:

31. I think of myself as being driven to meet my goals.

32. I easily give up immediate pleasures to work on long-term goals.

33. I believe in setting and achieving high levels of performance.

YOUR TOTAL SCORE:

34. I enjoy working in a highly demanding, fast-paced environment.

35. A certain amount of pressure helps me to perform at my best.

36. Jobs that include a fair degree of unpredictability appeal to me.

YOUR TOTAL SCORE:

KEY

Items Executive Skill Items Executive Skill

1 - 3 Response Inhibition 4 - 6 Working Memory

7 - 9 Emotional Control 10 - 12 Task Initiation

13 - 15 Sustained Attention 16 - 18 Planning/Prioritization

19 - 21 Organization 22 - 24 Time Management

25 - 27 Flexibility 28 - 30 Metacognition

31 - 33 Goal-Directed Persistence 34-36 Stress tolerance



Strongest Skills Weakest Skills

ExecutiveSkillDefinitions



27 



 ResponseInhibition:Thecapacitytothinkbeforeyouact–thisabilitytoresisttheurgetosayordo

somethingallowsusthetimetoevaluateasituationandhowourbehaviormightimpactit.Inthe

youngchild,waitingforashortperiodwithoutbeingdisruptiveisanexampleofresponseinhibition

whileintheadolescentitwouldbedemonstratedbyacceptingareferee’scallwithoutanargument.



WorkingMemory:Theabilitytoholdinformationinmemorywhileperformingcomplextasks.It

incorporatestheabilitytodrawonpastlearningorexperiencetoapplytothesituationathandorto

projectintothefuture.Ayoungchild,forexamplecanholdinmindandfollow1‐2stepdirections

whilethemiddleschoolchildcanremembertheexpectationsofmultipleteachers.



EmotionalControl:Theabilitytomanageemotionsinordertoachievegoals,completetasks,or

controlanddirectbehavior.Ayoungchildwiththisskillisabletorecoverfromadisappointmentina

shorttime.Ateenagerisabletomanagetheanxietyofagameortestandstillperform.

 SustainedAttention:Thecapacitytomaintainattentiontoasituationortaskin

spiteofdistractibility,

fatigue,orboredom.Completinga5‐minutechorewithoccasionalsupervisionisanexampleof

sustainedattentionintheyoungerchild.Theteenagerisabletoattendtohomework,withshort

breaks,foronetotwohours.

 TaskInitiation:Theabilitytobeginprojectswithoutundueprocrastination,inanefficient

ortimely

fashion.Ayoungchildisabletostartachoreorassignmentrightafterinstructionsaregiven.Ahigh

schoolstudentdoesnotwaituntilthelastminutetobeginaproject.

 Planning/Prioritization:Theabilitytocreatearoadmaptoreachagoalortocompleteatask.Italso



involvesbeingabletomakedecisionsaboutwhat’simportanttofocusonandwhat’snotimportant.

Ayoungchild,withcoaching,canthinkofoptionstosettleapeerconflict.Ateenagercanformulatea

plantogetajob.

 Organization:Theabilitytocreateandmaintainsystemsto

keeptrackofinformationormaterials.A

youngchildcan,withareminder,puttoysinadesignatedplace.Anadolescentcanorganizeand

locatesportsequipment.

 TimeManagement:Thecapacitytoestimatehowmuchtimeonehas,howtoallocateit,andhowto

staywithintimelimitsanddeadlines.Italsoinvolvesasensethattimeisimportant.Ayoungchildcan

completeashortjobwithinatimelimitsetbyanadult.Ahighschoolstudentcanestablisha

scheduletomeettaskdeadlines.

 Goal‐directedpersistence:Thecapacitytohave

agoal,followthroughtothecompletionofthegoal,

andnotbeputoffbyordistractedbycompetinginterests.Afirstgradercancompleteajobinorder

togettorecess.Ateenagercanearnandsavemoneyovertimetobuysomethingofimportance.

 Flexibility:Theabilitytoreviseplansinthefaceofobstacles,setbacks,

newinformationormistakes.

Itrelatestoanadaptabilitytochangingconditions.Ayoungchildcanadjusttoachangeinplans

withoutmajordistress.Ahighschoolstudentcanacceptanalternativesuchasadifferentjobwhen

thefirstchoiceisnotavailable.

 Metacognition:Theabilitytostandbackandtakea

birds‐eyeviewofoneselfinasituation.Itisan

abilitytoobservehowyouproblemsolve.Italsoincludesself‐monitoringandself‐evaluativeskills

(e.g.,askingyourself,“HowamIdoing?orHowdidIdo?”).Ayoungchildcanchangebehavioris

responsetofeedbackfromanadult.Ateenagercanmonitorandcritiqueherperformanceand

improve

itbyobservingotherswhoaremoreskilled.

 StressTolerance:theabilitytothriveinstressfulsituationsandtocopewithuncertainty,change,and

performancedemands.

28 

Checklist for

Designing Interventions

Intervention Steps

1. Establish behavioral goal

What’s the executive skill involved? ___________________________

Problem behavior: ________________________________________

Goal behavior: ________________________________________

2. What environmental supports will be provided (check all that apply)

___ Change physical or social environment (e.g., add physical barriers, reduce

distractions, provide organizational structures, reduce social complexity, etc.)

___ Change the nature of the task (e.g., make shorter, build in breaks, give something to

look forward to, create a schedule, build in choice, make the task more fun, etc.)

___ Change the way adults interact with the child (e.g., rehearsal, prompts, reminders,

coaching, praise, debriefing, feedback)

3. What procedure will be followed to teach the skill?

Who will teach the skill/supervise the procedure?

What steps will the child follow?

4. What incentives will be used to encourage the child to learn, practice, or

use the skill (check all that apply)

___ Specific praise

___ Something to look forward to when the task (or a piece of the task) is done

___ A menu of rewards and penalties

Daily reward possibilities:

Weekly reward possibilities:

Long-term reward possibilities:

5. What is your outcome measure? How will you know if your intervention was

successful?

29 

EnvironmentalModificationsandTeachingStrategiesforSpecificExecutiveSkills



ExecutiveSkill EnvironmentalModification TeachingStrategy

ResponseInhibition



• Increaseexternalcontrols

• Restrictaccess

• Posthomeorclassroomrulesandreview

regularly



• Promptthechild(externaltointernal)

• Teachwait/stop

• Teachdelayedgratification(apps:Token

Board)

• Discourage“multi‐tasking”—e.g.,buildin

technologybreaksratherthanhavingkids

combinehomeworkwithtechnologyuse



WorkingMemory



Useorthoticmemorydevices

Principleof“off‐loading”

 Agendabooks/calendars

 Todolists(paper, whiteboardtopost

prominently)

 Electronicdevices&apps(Wunderlist,Nudge,

BugMe!)



• Directions/Pastexperience(promptthemto

accessit)

• Generateoptionsforremindersandhave

themchoose(orelicitoptionsfromstudent)

• Mentallyrehearseassociationbetweencue

andworkingmemory



EmotionalControl



• Reduceoreliminatetriggers

• Givechildascripttofollow

• Removechildfromproblemsituation



• Teachkidstorecognizesituationsorearly

signs

• Gradedexposure/guidedmastery

• Teachcopingstrategy

• Rehearsethestrategyrepeatedlyuntilitis

internalized

• UseHardTimesBoard

• Teachmindfulness

meditation

(http://thehawnfoundation.org/mindup/)



Flexibility Generalrule:Limitflexibilitydemand

• Reducenovelty

• Highlightsimilarities

• Provideatemplate

• Putinplaceadefaultstrategy

• Turnopen‐endedtasksintoclosed‐endedtasks

• Makestepsmoreexplicit

• “Normalize”errors



Increasesupport

• Presentexpectations

• Walkthemthroughthetask

• Giveplansor

rulesformanagingsituations

• Thinkaloud

Teacherrorfactor

Changetolerancebygradualexposure

• Introducechange(lightningbolt‐preferredto

non‐preferred)

30 

• Introducenewsituations





ExecutiveSkill EnvironmentalModification TeachingStrategy

TaskInitiation



• Providecues/prompts

• Reduceperceivedeffort/taskdemand

• Walkthroughfirststep—buildbehavioral

momentum

• Makehelpreadilyavailable

• Establishsettimetodonon‐preferredtasks

• Apps:LIcketySplit,GoodHabitMaker,FTVS(First

ThenVisualSchedule,ChorePadHD,

ChoreMonster)



• Havethechildselectcueingsystem

• Helpthechildlimitinitialdemand

• Helpthechildselectreinforcer

• Helpthechildmakeaplanfordoingthetask



SustainedAttention • Reducedistractions(seatingarrangem ents,white

noise)

• Prompttoattend(look,listen,respond)

• Modify/limittasklengthordemand(endinsight)

• Buildinvariety/choice

• Choosebesttimeofday

• Immediatelyreinforce(payattentiontothem

whilethey’repayingattention)

• Usesandtimersand/orfidgettoyssuch

asstress

balls(www.officeplayground.com)

• App:LIcketySplit,ChoreMonster,iRewardChart,

Motivaider,ChorePadHD



• Teachself‐monitoring/peercoaching 

• Havethechildidentifysomethingtolook

forwardto

• Teachmindfulnessmeditation



Planning/Prioritization • Demonstratewhataplanis

• Helpchilddesignaplan/template

• Provideplanningtools(calendar,agendabook,

apps–e.g.,Choiceworks,CanPlan)



• Walkthroughtheplanningprocess(usea

template)

• Havethemapplyplantoasimpletaskand

graduallyprompttodomoreoftheplanning

themselves



• Askquestionstogetchildtoprioritize(What

doyouneed?Whatshouldyoudofirst?) 





31 

ExecutiveSkill EnvironmentalModification TeachingStrategy

Organization



• Demonstrateprincipleofoff‐loading

withexamplefromtheirlives

• Workwiththemtocreatescheme,

templateorpicture/photograph

• Showorganizationaltoolsandhave

themtrythemout(e.g.,Inspiration)

• Structuretheenvironmenttopromote

organization



• Helpthemwalkthroughtheprocess.Havethem

motoricallypractice

it(along‐termpro c ess,requiring that

theyputasysteminplacethat’smonitored,initiallyona

dailybasis).

• Givethemchoicesoforganizationalsystemsandhavethem

choose/modifytheonetheylikebest.

• Askstudentstoevaluatecurrentsystemsandchallenge

themtoimprovethem.



TimeManagement • Makeschedulesandtimelimitsexplicit

• Workwithkidstomakeascheduleto

followandprompteachstepoftheway

o Pictureschedules

o Clocks,alarms

o Tablet/phoneapps(Choiceworks,

Pomodoro)

o Timers(app:SandTimer;

www.timetimer.com)



• Showthemwaystomarktimeandletthempractice.

• Practiceestimatinghowlongittakestodosomething.

• Helpthemtofollowschedules(dailyeventstohomework

plans).



Goal‐Directed

Persistence

 Establishgoalswithkids

 Rewardkidsforpersistence(sticking

withdifficulttasks)—useverbal

reinforcersasmuchaspossible

 Makesurethegoalorbenchmarkisin

sight

 Apps:TokenBoard



 Pointouttokidshowtheyalreadysetgoalsbuttheymay

notknowwhattheyare.Definegoalsassomethingthat

peoplewanttogetbetteratortochange.

 Askkidstosetsmall,achievablegoals,oragoalfor

somethingtheywanttodooutsideofschool,orsetclass

goals.



Metacognition

 Specifywhatistobeevaluatedandhow

(goalorobjective)

 Evaluateperformanceforthestudent

 Providesampletomatchorerror‐

monitoringchecklist

 Embedmetacognitivequestionsinto

instruction/conversations



 Helpchilddecideonhowperformancewillbeevaluated

 Havethechildevaluateher

performance

 Compareevaluations

 Teachstudentstoaskquestions

o What’smyproblem?

o What’smyplan?

o AmIfollowingImyplan?

o HowdidIdo?



32 



SampleQuestions/StatementstoPromoteExecutiveSkillDevelopment

Adaptedfrom:ExecutiveSkillsinChildrenandAdolescence:APracticalGuidetoAssessmentandIntervention(2011)

ExecutiveSkill Question/Statement/Prompt



Responseinhibition



 Whatcanyoudotokeepfromlosingyourcoolontheplayground?

 Whatcanyoutellyourselfwhileyou’reinlinetokeepfromtouchingthechildinfrontofyou?

 Istheresomethingwecangiveyoutoholdtohelp

youremembertoraiseyourhandbeforespeaking?

 Goodjobkeepingyourhandstoyourselfduringcircletimetoday!



Workingmemory



 Whataresomewaysyoucouldremembereverythingyouhavetobringhomeattheendoftheday?

 Someofyouseemtohavetroublerememberingtoputyourhomeworkinyourbackpackafteryou’vefinishedit.What’s

somethingyoucoulddotohelp

youremembertodothat?



Emotionalcontrol



 We’vehadsomeproblemswithfightsandargumentsontheplayground.Whataresomewaysyoucanhandlethisthatsolve

theproblemandkeepkidsoutoftrouble?

 Sometimeskidsgetnervouswhentheytaketestsanditmakesithardforthemto

focusandrememberwhattheystudied.

Whataresomethingskidscoulddowhenthathappens?

 Youdidanicejobofcontrollingyourtemperatlunchtoday.Whathelpedyoudothat?



Flexibility



 Tellmethreethingsyoucandoifyoustartyourmathhomeworkandrealizeyoucan’trememberexactlyhowtodothe

assignment.

 Let’stalkaboutwhatyoucandoifyougetstuckonpartofthisassignmentandstartfeelingfrustratedorangry.



Sustainedattention



 Sometimesit’shardtokeepworkingonyourhomeworkuntilit’sdone.Whataresomewaysyoucouldmotivateyourselfto

keepworking?

 Alotofyoutalkabouthowharditistostayfocusedonyourclassworkbecauseofdistractions.Let’smake

alistof

distractionsandthenbrainstormwaystomanagethembetter.





33 



ExecutiveSkill Question/Statement/Prompt



TaskInitiation



 It’shardtogetstartedonhomeworkbecausetherearesomanyotherfunthingstodoathome.

Let’sthinkaboutwaystogetourselvestogetthehomeworkoutofthewayfirst.

 Ilikethewayyoujumpedrightintoyour

writingassignment.That’sbeenhardforyoutodo.

 Takeoutyourassignmentbooks.Nexttoeachhomeworkassignment,Iwantyoutowritedown

whattimeyouplanonstartingeachone.



Planning/prioritization



 Onereasonweassignkidsprojectsisbecausewewantthemtolearnhowtoplan.Let’stalkabout

thestepsyouneedtodoinordertocompletethisproject.Whatdoyouhavetodofirst?

 Let’smakeahomeworkplan.Makealistofthework

youhavetodoandtheorderinwhichyou

plantodoit. 



Timemanagement



 Howlongdoyouthinkitwilltakeyoutofinishyourspellinghomeworktonight?Writedownyour

guessandthenseeifyou’reright.

 Let’stalkabouthowyoumanageyourtimeathometofitinallyourhomework.Let’smakelistsof



“have‐tos”and“want‐tos”andthendecidehowmuchtimewecanspendoneachgroup.



Organization

 We’regoingtospendthelast20minutesofthedaycleaningoutourdesks.Let’smakealistofthe

stepswehavetogothroughtodothis.

 Weneedasystemfororganizingoursciencenotebooks.Whataresomesectionsweneedto

include?



Goal‐directedpersistence



 Ilikethewayyoustuckwiththatmathproblemeventhoughitfrustratedyou.

 Successfulpeoplearethosewhomakegoalsandgoforthem,evenifthereareobstaclesalongthe

way.What’sagoalyoumightwanttoworkfor?Maybesomethingyouwanttobuild

orcreate,or

somethingyouwanttolearn,orsomethingyouwanttosaveupmoneytobuy?Let’ssetagoalfor

themonthandseeifwecanhelpyoureachyourgoal.



Metacognition



 Goodquestion.Howyoucouldfindtheanswer?

 Nicejobonthatmathproblem.Tellmehowyoufiguredouttheanswer.

 Class,wehaveaproblem.Toomanykidsare…[losingthings,forgettingtheirhomework,notasking

forhelpwhentheydon’tunderstand,sayinghurtfulthings,etc.]

Whataresomethingswecoulddo

tosolvethisproblem?



34 

References



Researcharticles



Anderson,V.A.,Anderson,P.,Northam,E.,Jacobs,R.,&Catroppa,C.2001)Developmentof

executivefunctionsthroughlatechildhoodinanAustraliansample.Developmental

Neuropsychology,20,385‐406.

Dunlap,G.,Kern‐Dunlap,L.,Clarke,S,&Robbins,F.R.(1991).Functionalassessment,curricular

revision,andsevere

behaviorproblems.JournalofAppliedBehavioralAnalysis,24,387‐397.

Hart,T.&Jacobs,H.E.(1993).Rehabilitationandmanagementofbehavioraldisturbances

followingfrontallobeinjury.JournalofHeadTraumaRehabilitation,8.1‐12.

Jacobson,L.A.,Williford,A.P.,&Pianta,R.C.(2011).Theroleof

executivefunctioninchildren’s

competentadjustmenttomiddleschool.ChildNeuropsychology,17,255‐208.

Landry,S.H.,Miller‐Loncar,C.L.,Smith,K.E.,&Swank,P.R.(2002).Theroleofearlyparenting

inchildren’sexecutiveprocesses.DevelopmentalNeuropsychology,21,15‐41.

Margolis,H.,&McCabe,P.P.(2004).Resolvingstruggling

readers’homeworkdifficulties:Asocial

cognitiveperspective.ReadingPsychology,25,225‐260

Merriman,D.E.&Codding,R.S.(2008).Theeffectsofcoachingonmathematicshomework

completionandaccuracyofhighschoolstudentswithADHD.JournalofBehavioral

Education,17,339‐355.

Paniagua,F.A.(1992).Verbal‐nonverbalcorrespondenceraining

withADHDChildren.Behavior

Modification,16,226‐252.

Plumer,P.J.&Stoner,G.(2005).Therelativeeffectsofclasswidepeertutoringandpeer

coachingonthepositivesocialbehaviorsofchildrenwithADHD.JournalofAttention

Disorders,9,290‐300.

Risley,T.R.,&Hart,B.(1968).Developingcorrespondencebetweenthe

nonverbalandverbal

behaviorofpreschoolchildren.JournalofAppliedBehavioralAnalysis,1,267‐281.



BooksonExecutiveSkills 



Anderson,V.A.,Jacobs,P.,&Anderson,P.(Eds.).(2008).Executivefunctionsand thefrontal

lobes:Alifespanperspective.NewYork:Taylor&Francis.

Cooper‐Kahn,J.&Foster,M.(2013).

Boostingexecutiveskillsintheclassroom:Apracticalguide

foreducators.SanFrancis c o:Jossey‐Bass.

Cooper‐Kahn,J.&Foster,M.(2013).Late,lost,andunprepared.Bethesda,MD:Woodbine

House.

Dawson,P.&Guare,R.(2012).Coachingstudentswithexecutiveskillsdeficits.NewYork:The

GuilfordPress.

Dawson,

P.&Guare,R.(2011).Executiveskillsinchildren andadolescents:A practicalguideto

assessmentandintervention.2

Edition.NewYork:TheGuilfordPress.

Dawson,P.&Guare,R.(2009).Smartbutscattered:Therevolutionary”executiveskills"

approachtohelpingkidsreachtheirpotential.NewYork:TheGuilfordPress.

Guare,R.,Dawson,P.,&Guare,C.(2012).Smartbutscatteredteens.NewYork:TheGuilford

Press

Kaufman,C.

(2010).Executivefunctionsintheclassroom.Baltimore,MD:PaulH.Brookes

Meltzer,L.(2010).Promotingexecutivefunctionintheclassroom.

McCloskey,G.,Perkins,L.A.,&VanDivner,B.(2009).Assessmentandinterventionforexecutive

functiondifficulties. NewYork:Taylor&FrancisGroup

35 



ResourcesforEducators



Bodrova,E.&Leong,D.J.(2007).Toolsofthemind:TheVygotskianapproachtoearlychildhood

education.UpperSaddleRiver,NJ:Pearson.

Grove,T.,Glasser,H.,&Block,M.L.(2007).Theinnerwealthinitiative.TucsonAZ:Nurtured

HeartPublications.

Harris,K.R.,Graham,S.,

Mason,L.H.,&Friedlander,B.(2008).Powerfulwritingstrategiesfor

allstudents.Baltimore:PaulH.Brookes.

SmithHarvey,V.,Chickie‐Wolfe,L.A.(2007).Teachingtolearn:Practicalstrategiestoempower

independentlearning.NewYork:TheGuilfordPress.

Twachtman‐Cullen,D.&Twactman‐Bassett,J.TheIEPfromA

toZ.SanFrancisco:Jossey‐Bass



ResourcesforTherapists

Feigel,T.(2007).Thepocketcoachforparents.Edina,MN:Beaver’sPondPress.

Glasser,H.&Easely,J.(1999).Transformingthedifficultchild.Tucson,AZ:NurturedHeartPubs.

Huebner,D.(2007).Whattodowhenyougrumbletoomuch.Washington,D.C.:

Magination

Press.Otherbooksbythesameauthor:Whattodowhenyouworrytoomuch,Whattodo

whenyourbraingetsstuck,Whattodowhenyourtemperflares.

Wilson,E&Lyons,L.(2013).Anxiouskids,anxiousparents:7waystostoptheworrycycleand

raise

courageousandindependentchildren.DeerfieldBeach,FL:HealthCommunications,

Inc.



AutismSpectrumDisorderMateri als



Buron,K.D.&Curtis,M.B.(2003).Theincredible5‐pointscale.ShawneeMission,KS:Autism

AspergerPublishingCompany.

Cannon.L.,Kenworthy,L.,Alexander,K.,Wernere,M.,&Anthony,L.Unstuckandontarget!:

An

executivefunctioncurriculumtoimproveflexibilityfo r childrenwithautismspectrum

disorders.Baltimore:PaulH.Brookes.

Gray,C.(1993).Theoriginalsocialstorybook. Arlington,TX:FutureHorizons,Inc.(2011).

Kenworthy,L.,Anthony,L.G.,Alexander,K.C.,Werner,M.A.,Cannon,L.,&Greenman,L.(2014).

Solvingexecutivefunction

challenges.Baltimore:PaulH.Brookes.

McClannahan,L.E.&Krantz,P.J.(2010).Activityschedulesforchildrenwithautism:Teaching

independentbehavior.Bethesda,MD:WoodbineHouse.



Miscellaneous



Barkley,R.A.(1997).ADHDandthenatu reofself‐control.NewYork:TheGuilfordPress.

Dweck,C.(2006).Mindset:TheNew

PsychologyofSuccess.NewYork:BallentineBooks

Gawande,A.(2009).TheChecklistManifesto.NewYork:MetropolitanBooks

MacLean,K.L.(2009).MoodyCowmeditates.Somerville,MA:WisdomPublications

Maurer,R.(2014).OneSmallStepCanChangeYourLife:TheKaizenWay.NewYork:Workman

Publishing

Snell,E.& Kabat‐Zinn,

M.(2013).Sittingstilllikeafrog.Boston,MA:ShambhalaPublications,Inc.



36 

ResourcesforDevelopingTeenSeminarsonExecutiveSkills



Feinstein,S.G.(2009).Secretsoftheteenagebrain.

Hanson,S.(2013).Theexecutivefunction workbookforteens.OaklandCA:NewHarbingerPress.

Kulman,R.(2011).Tra inyourbrainforsuccess:Ateenagersguidetoexecutivefunctions.

PlantationFL:SpecialtyPress.

Kruger,S.

(2013).SOARstudyskills:Asimpleandefficientsystemforearningbettergradesin

lesstime.GrandBlanc, MI:GrandLighthousePublishing

Langberg,J.(2011).Homework,Organization,andPlanning(HOPS)Skills.Bethesda,MD:

NationalAssociationofSchoolPsychologists

Moss,S.&Schwartz,L.(2007).Where’smystuff:Theultimateteen

organizingguide.San

Francisco,CA:ZestBooks.

Mullin,M.&Fried,K.(2013).Executivefunctioningworkbook.K&MCenter.SantaMonica:CA.

Steinberg,L.(2014).Theageofopportunity:Lessonsfromthenewscienceofadolescence.

Boston:HoughtonMifflinHarcourt.



HelpfulWebsites:



http://smartbutscatteredkids.com



http://www.efintheclassroom.net



http://efs2therescue.ca



http://learningworksforkids.com



http://www.pbs.org/wgbh/pages/frontline/shows/teenbrain/view/



http://developingchild.harvard.edu



http://www.brainfacts.org



http://www.nytimes.com/interactive/2008/09/15/health/20080915‐brain‐

development.html?_r=0



http://www.toolsofthemind.org



https://www.gonoodle.com



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