Smart but scattered: the revolutionary "executive skills" approach to helping kids reach their potential
(Book)

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More Details
Published:
New York : Guilford Press, [2009].
Format:
Book
Physical Desc:
vi, 314 pages : illustrations ; 26 cm
Language:
English
ISBN:
9781593854454, 1593854455, 9781593854454 (pbk. : alk. paper)

Notes

Bibliography
Includes bibliographical references (pages 303-309) and index.
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Citations
APA Citation (style guide)

Dawson, P., & Guare, R. (2009). Smart but scattered: the revolutionary "executive skills" approach to helping kids reach their potential. New York: Guilford Press.

Chicago / Turabian - Author Date Citation (style guide)

Dawson, Peg and Richard Guare. 2009. Smart but Scattered: The Revolutionary "executive Skills" Approach to Helping Kids Reach Their Potential. New York: Guilford Press.

Chicago / Turabian - Humanities Citation (style guide)

Dawson, Peg and Richard Guare, Smart but Scattered: The Revolutionary "executive Skills" Approach to Helping Kids Reach Their Potential. New York: Guilford Press, 2009.

MLA Citation (style guide)

Dawson, Peg, and Richard Guare. Smart but Scattered: The Revolutionary "executive Skills" Approach to Helping Kids Reach Their Potential. New York: Guilford Press, 2009. Print.

Note! Citation formats are based on standards as of July 2010. Citations contain only title, author, edition, publisher, and year published. Citations should be used as a guideline and should be double checked for accuracy.
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Grouped Work ID:
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Record Information

Last File Modification TimeNov 17, 2019 07:38:02 AM
Last Grouped Work Modification TimeNov 17, 2019 07:33:43 AM

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5050 |a Introduction -- Part I: What makes your child smart but scattered -- How did such a smart kid end up so scattered? -- Identifying your child's strengths and weaknesses -- How your own executive skill strengths and weaknesses matter -- Matching the child to the task -- Part II: Laying a foundation that can help -- Ten principles for improving your child's executive skills -- Modifying the environment : A is for antecedent -- Teaching executive skills directly : B is for behavior -- Motivating your child to learn and use executive skills : C is for consequence -- Part III: Putting it all together -- Advance organizer -- Ready-made plans for teaching your child to complete daily routines -- Building response inhibition -- Enhancing working memory -- Improving emotional control -- Strengthening sustained attention -- Teaching task initiation -- Promoting planning and prioritizing -- Fostering organization -- Instilling time management -- Encouraging flexibility -- Increasing goal-directed persistence -- Cultivating metacognition -- When what you do is not enough -- Working with the school -- What's ahead?
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