Unstuck & on Target!
An Executive Function Curriculum to Improve Flexibility, Planning, and Organization
2nd Edition
Published on 30. May 2018
Book
Mixed media product
277 pages
978-1-68125-300-8 (ISBN)
Description
These game boards and colorful posters are for use with lessons in the Unstuck and On Target! curriculum, which teaches flexibility and goal setting to students ages 8-11 with executive function challenges. Perfect for teachers who want to use the lessons with their whole class instead of small groups, this supplemental package includes
One Handling the Unexpected game board, designed to help students develop and practice the skills they need to adjust to unexpected changes in a routine. Use this game board with the Educator's Guide and game cards included in the Unstuck and On Target! Manual.
One Flexibility Freeway game board, designed to help students identify the advantages of flexibility and practice flexible decision making. An Educator's Guide and game cards are included in the Unstuck and On Target! Manual.
One Goal, Why, Plan, Do, Check (GWPDC) poster to display in the classroom during all the Unstuck and On Target! lessons. Teachers will use this handy write-on/wipe-off poster to introduce, structure, and conclude each lesson. The GWPDC poster helps reinforce a routine and script for goal setting and completing multistep activities or assignments.
One Feelings Target poster, a write-on/wipe-off visual rating tool to help students identify their feelings. Students and teachers will interact with the Feelings Target poster throughout the Unstuck and On Target! lessons by taping emotion word cards to the poster or using dry-erase markers to identify a student's emotions.
One Code of Conduct poster where teachers can write down and wipe off a student-determined list of constructive behaviors for group settings and targeted group goals.
Teachers can purchase as many packages as they need to provide their whole class with game boards and posters during the Unstuck and On Target! lessons.
One Handling the Unexpected game board, designed to help students develop and practice the skills they need to adjust to unexpected changes in a routine. Use this game board with the Educator's Guide and game cards included in the Unstuck and On Target! Manual.
One Flexibility Freeway game board, designed to help students identify the advantages of flexibility and practice flexible decision making. An Educator's Guide and game cards are included in the Unstuck and On Target! Manual.
One Goal, Why, Plan, Do, Check (GWPDC) poster to display in the classroom during all the Unstuck and On Target! lessons. Teachers will use this handy write-on/wipe-off poster to introduce, structure, and conclude each lesson. The GWPDC poster helps reinforce a routine and script for goal setting and completing multistep activities or assignments.
One Feelings Target poster, a write-on/wipe-off visual rating tool to help students identify their feelings. Students and teachers will interact with the Feelings Target poster throughout the Unstuck and On Target! lessons by taping emotion word cards to the poster or using dry-erase markers to identify a student's emotions.
One Code of Conduct poster where teachers can write down and wipe off a student-determined list of constructive behaviors for group settings and targeted group goals.
Teachers can purchase as many packages as they need to provide their whole class with game boards and posters during the Unstuck and On Target! lessons.
More details
Edition
Second Edition
Language
English
Place of publication
Baltimore
United States
Target group
Professional and scholarly
Dimensions
Height: 229 mm
Width: 152 mm
Thickness: 15 mm
Weight
550 gr
ISBN-13
978-1-68125-300-8 (9781681253008)
Copyright in bibliographic data and cover images is held by Nielsen Book Services Limited or by the publishers or by their respective licensors: all rights reserved.
Schweitzer Classification
Persons
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.
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.