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• Essentials of Executive Functions Assessment
• Contents
• Series Preface
• Acknowledgments
• Chapter One A Multidimensional Model of Executive Functions
• IntroductIon
• What are executIve FunctIons?
• Defining Executive Functions as a Multidimensional Construct
• Development of Executive Functions
• Locus of Intentionality
• Executive Functions in Learning and Producing
• Summary
• Chapter Two Executive Functions and Related Psychological Constructs
• Introduction
• Executive Functions and Intelligence
• Executive Functions and Academic Achievement
• Executive Functions and Motor Functioning
• Executive Functions and Social/Emotional Functioning
• Executive Functions and Adaptive Functioning
• Executive Functions and Clinical Diagnoses
• Summary
• Chapter Three A Framework for the Assessment of Executive Functions
• Introduction
• Current State of the Art in Executive Functions Assessment
• Moving Beyond the Current State of the Art in Executive Functions Assessment
• A General Framework for Executive Functions Assessment
• Conducting Executive Functions Assessments
• Summary
• Chapter Four Assessment of Executive Functions Using Clinical Assessment Interviews, Records Review,
• Introduction
• Clinical Interview Methods
• Conducting Interviews
• Conducting Interviews With Adults Who Know the Child
• Conducting Interviews With the Child
• Cautions Related to the Use of Interview Assessment Methods
• Background Information and Records Reviews
• Behavior Observations Across Multiple Settings
• Summary
• Chapter Five Assessment of Executive Functions Using Tests of Cognition
• Introduction
• Principles Underlying Direct Assessment of Executive Functions
• Direct Formal Assessment of Executive Functions
• Interpretation of Direct Formal Tests Using Cascading Production Analysis
• Cascading Production Decrements
• Cascading Production Increments
• Paradoxical Cascading Production Increments and Executive Functions—APLS Dissociations
• Cautions Related to Interpretation of Executive Functions Deficits Using Formal Cognitive Tests
• Direct Informal Assessment of Executive Functions—The Process Approach
• Structured Informal Methods for Employing the Process Approach
• Cautions Related to Interpretation of Executive Functions Deficits Using Direct Informal Methods
• Summary
• Chapter Six Assessment of Executive Functions Using Tests of Academic Skills
• Introduction
• Involvement of Executive Functions With Basic Academic Skills
• Executive Functions Involvement in Reading
• Executive Functions Involvement in Written Expression
• Executive Functions Involvement in the Use of Mathematics Skills
• Direct Formal Assessment of Executive Functions Involved in Academic Functioning
• Assessment of Executive Functions Involvement in Academic Skills Tests Using Cascading Production An
• Direct Informal Assessment of Executive Functions Involved in Academic Functioning
• Learning and Producing Difficulties Revisited
• Executive Functions and Academic Production in the Upper Grades
• Connecting Cognitive Assessment of Executive Functions With Academic Production
• Summary
• Chapter Seven Assessment of Executive Functions Using Behavior Rating Scales
• Introduction
• Rating Scales and What They Measure
• Using the BRIEF Inventories as Formal Measures of Executive Functions
• Interpretation of the BRIEF Norm‐Referenced Scores
• BRIEF Global Composite Level Interpretation
• BRIEF Index Level Interpretation
• BRIEF Scale-Level Interpretation
• BRIEF Scale‐Level Interpretation Involving Multiple Raters
• Limitations of Scale‐Level Interpretation of the BRIEF Versions
• Using Other Rating Scales as Implicit Formal Measures of Executive Functions
• Using the BRIEF Inventories as Informal Measures of Executive Functions
• Item Response Profiles Within Scales
• Item Cluster Interpretation Within BRIEF Scales
• Item Cluster Interpretation Across All BRIEF Scales
• Using Other Rating Scales as Implicit Informal Measures of Executive Functions
• Summary
• Chapter Eight Reporting Executive Functions Assessment Results
• Introduction
• Structuring Reports
• Annotated Case Example
• Current Educational Program
• Reason for Referral/Purpose of Report
• Assessment Procedures
• Records Review and History
• Information From the Parents
• Information From School Staff
• Classroom Observations
• Assessment Session Behavior Observations
• Summary of Cognitive Abilities and Academic Skill Development Reasoning Abilities
• Reasoning With Orally Presented Verbal Information
• Reasoning With Nonverbal Visual Material
• Language Abilities
• Receptive Language Ability
• Expressive Language Ability
• Basic Language Processes; Fluency and Speed
• Memory Capacities Applied With Auditorily Presented Verbal Information
• Initial Registration of Verbal Information (Immediate Memory) and Holding and Manipulating Verbal In
• Retrieval of Verbal Information From Long‐Term Storage
• Visual Processing
• Executive Functions
• Executive Functions Evaluation During Assessment Sessions
• Executive Control of Basic Attention and Effort During Assessment Sessions
• Executive Direction of the Use of Reasoning Abilities During Assessment Sessions
• Executive Control of Verbal Fluency
• Executive Control of Visuospatial/Visuomotor Processing
• Information From Parent and Teacher Behavior Ratings
• Social and Emotional Functioning
• Academic Functioning
• Reading Skills
• Word Recognition
• Decoding Skills
• Reading Speed and Reading Fluency
• Paragraph Reading Comprehension
• Written Expression Skills
• Graphomotor Production (Letter Writing
• Sentence Writing Fluency
• Spelling Real Words from Dictation
• Math Skills
• Math Fluency
• Summary of Assessment
• Conclusions
• Addendum to the Initial Report
• Recommendations
• What Needs to Be Done for Alan (Recommendations for Educational Interventions) and Who Can Do What N
• Summary
• References
• About the Authors
• Index
• About the CD-ROM