Synopsis
Now a complete multicomponent kit!
For students with executive function challenges, problems with flexibility and goal-directed behavior can be a major obstacle to success in school and in life. With the enhanced second edition of this popular curriculum, you'll explicitly teach flexibility, problem solving, coping, and goal setting through fun, field-tested lessons that work for learners with autism, ADHD, and other challenges that affect executive function. A school-based intervention for students ages 8–11, this evidence-based curriculum gives you 21 ready-to-use lessons that boost cognitive flexibility in everyday situations, from compromising with peers to coping with frustration. And now Unstuck and On Target! is much more than a book―it's a complete multicomponent kit that includes the revised curriculum, three classroom posters, two game boards, and more than 50 printables (available online).
Unstuck and On Target! Benefits:
Meets the needs of MTSS Tier 2 learners. This proven curriculum is one of the few tailored to the needs of Tier 2 students who need more focused instruction.
Gives you explicit, step-by-step routines, activities, and scripts to help students improve executive function skills.
Targets the flexibility and planning skills every student needs to learn effectively, reduce stress, get along with others, problem-solve, and more.
Can be done in any classroom, by any teacher. Each ready-to-use lesson comes complete with clear instructions, materials lists, and tips for teachers.
Makes learning fun with engaging games, role plays, stories, and lively class discussions.
Reinforces new skills through 19 Home Practice handouts in English and Spanish (available for download online).
WHAT'S NEW: Now a complete kit, in a convenient package that includes posters, game boards, and access to printable online materials * Now appropriate for learners with ADHD and other challenges * Tested with teachers and streamlined for user-friendliness * Enhanced parent materials, including materials in Spanish * Tested with a diverse sample of children and refined to increase student engagement
About the Author
Lynn Cannon, M.Ed., is a social learning specialist at The Ivymount School and The Maddux School. Ms. Cannon received her M.Ed., in Special Education from the University of Virginia. For over 15 years, she has worked as an educator, administrator and program director, serving students with neurodevelopmental disabilities. Ms. Cannon is also a co-author of Solving Executive Challenges, a resource guide for teachers and parents and The Conversation Club, an instructional manual for teaching conversation skills to students with neurodevelopmental disabilities. Her research and teaching interests are in developing interventions and support materials for students with neurodevelopmental disabilities, therapists, educators and their families. She is currently working with federal grant to develop IvySCIP, an assessment, IEP development tool and curricular resource for children with neurodevelopmental disabilities.
Lauren Kenworthy, Ph.D., is Professor of Neurology, Pediatrics, and Psychiatry at the George Washington University School of Medicine, and Director of the Center for Autism Spectrum Disorders at Children's National Health System. Dr. Kenworthy received her B.A. from Yale University and Ph.D. from the University of Maryland. Her research interests are in describing and treating the neuropsychological phenotype of autism. She is an author of more than 60 peer-reviewed publications, and a co-author of the Behavior Rating Inventory of Executive Function (BRIEF). She is currently completing a trial of Unstuck and On-Target in low-income schools for children with ADHD or ASD.
Katie C. Alexander, M.S., OTR/L, is an occupational therapist and clinician-researcher. Ms. Alexander received her B.S. and post-professional masters from the University of Kansas Medical Center. For over 15 years, she has specialized in community and school-based intervention for individuals with neurodevelopmental disabilities and served as the founding program director for the Model Asperger Program at The Ivymount School. Her research and clinical interests are in developing interventions and supports that improve the daily lives of individuals with neurodevelopmental disabilities and their families.
Monica Adler Werner, M.S., is the Director of the Model Asperger Program (MAP) at the Ivymount School. In that capacity she has spearheaded the development of a social learning curriculum that emphasizes problem solving, self-advocacy and self-regulation while keeping students on track academically. She is a co-author of Unstuck & On Target! (Brookes, 2011), a curriculum to enhance cognitive flexibility and problem solving in students with Asperger Syndrome and Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target. She is the co-author on numerous papers and posters about working with children with Asperger Syndrome/High Functioning Autism. Prior to going to Ivymount, Monica co-founded Take2 Summer Camp, a program designed to pilot the application of evidence based social skills programs. Monica has an undergraduate degree from the University of Pennsylvania and a master's degree from Johns Hopkins. She has completed her coursework for her BCBA.
Laura Gutermuth Anthony, Ph.D., Associate Professor, Division of Child and Adolescent Psychiatry, Department of Psychiatry, Children,s Hospital Colorado, University of Colorado School of Medicine. Dr. Anthony completed a dual degree Ph.D. program in clinical and developmental psychology at the University of Illinois, Chicago in 1997. Since then, she has focused her research and clinical work on children with neurodevelopmental disabilities, including more than 30 publications. She has also received funding for 11 federally-funded and 7 foundation research grants including a current Patient Centered Outcome Research Institute (PCORI) Addressing Disparities award for children with autism and ADHD to study this intervention.
Monica Adler Werner, M.S., is the Director of the Model Asperger Program (MAP) at the Ivymount School. In that capacity she has spearheaded the development of a social learning curriculum that emphasizes problem solving, self advocacy and self regulation. Ms Werner has been a major contributor to the development of the intervention. In addition, she is a co-founder of Take2 Summer Camp, a program designed to develop social thinking, problem solving and skills. She also serves as an ad hoc public reviewer of NIMH autism grants.
"About this title" may belong to another edition of this title.
