Handbook of Executive Functioning, 2014

Planning. Attention. Memory. Self-regulation. These and other core cognitive and behavioral operations of daily life comprise what we know as executive functioning (EF). But despite all we know, the concept has engendered multiple, often conflicting definitions and its components are sometimes loosely defined and poorly understood.

The Handbook of Executive Functioning cuts through the confusion, analyzing both the whole and its parts in comprehensive, practical detail for scholar and clinician alike. Background chapters examine influential models of EF, tour the brain geography of the executive system and pose salient developmental questions. A section on practical implications relates early deficits in executive functioning to ADD and other disorders in children and considers autism and later-life dementias from an EF standpoint. Further chapters weigh the merits of widely used instruments for assessing executive functioning and review interventions for its enhancement, with special emphasis on children and adolescents.

Featured in the Handbook:

• The development of hot and cool executive function in childhood and adolescence.
• A review of the use of executive function tasks in externalizing and internalizing disorders.
• Executive functioning as a mediator of age-related cognitive decline in adults.
• Treatment integrity in interventions that target executive function.
• Supporting and strengthening working memory in the classroom to enhance executive functioning.

The Handbook of Executive Functioning is an essential resource for researchers, scientist-practitioners and graduate students in clinical child, school and educational psychology; child and adolescent psychiatry; neurobiology; developmental psychology; rehabilitation medicine/therapy and social work.

Preface.- SECTION I: CONCEPTUALIZATIONS OF EXECUTIVE FUNCTIONING.- Chapter 1. Introduction:  A History of Executive Functioning as a Theoretical and Clinical Construct.- Chapter 2. The Physiology of Executive Functioning.- Chapter 3. The Frontal Lobes and Executive Functioning.- Chapter 4. The Development of Hot and Cool Executive Function in Childhood and Adolescence: Are We Getting Warmer?.- SECTION II: PRACTICAL IMPLICATIONS.- Chapter 5. A Review of the Use of Executive Function Tasks in Externalizing and Internalizing Disorders.- Chapter 6. The Neuropsychology of Executive Functioning and the DSM-V.- Chapter 7. Executive Functioning Theory and ADHD.- Chapter 8. Executive Functioning Theory and Autism.- Chapter 9. Executive Functioning as a Mediator of Age Related Cognitive Decline in Adults.- SECTION III: ASSESSMENT OF EXECUTIVE FUNCTIONING.- Chapter 10. Assessment of Executive Function Using Rating Scales: Psychometric Considerations.- Chapter 11. The Cambridge Neuropsychological Test Automated Battery in the Assessment of Executive Functioning.- Chapter 12. The Assessment of Executive Functioning Using the Cognitive Assessment System – Second Edition.- Chapter 13. The Assessment of Executive Functioning Using the Delis-Kaplan Executive Functions System (D-KEFS).- Chapter 14. Using the Comprehensive Executive Function Inventory (CEFI) to Assess Executive Function: From Theory to Application.- Chapter 15. The Assessment of Executive Functioning Using the Barkley Deficits in Executive Functioning Scales.- Chapter 16. Assessment of Executive Functioning with the Test of Verbal Conceptualization and Fluency (TVCF).- Chapter 17. Examining Executive Functioning Using the Behavior Assessment System for Children (BASC).- Chapter 18. The Assessment of Executive Functioning Using the Behavior Rating Inventory of Executive Functioning (BRIEF).- Chapter 19. The Assessment of Executive Functioning Using Tasks of Executive Control.- Chapter 20. The Assessment of Executive Functioning Using the Childhood Executive Functioning Inventory (CHEXI).- Chapter 21. The Assessment of Executive Functioning Using the Delis Rating of Executive Functions (D-REF).- Chapter 22. Cross Battery Approach to the Assessment of Executive Functioning.- SECTION IV: INTERVENTIONS RELATED TO EXECUTIVE FUNCTIONING.- Chapter 23. Treatment Integrity in Interventions that Target Executive Function.- Chapter 24. Interventions to Promote Executive Development in Children and Adolescents.- Chapter 25. Teaching Executive Functioning Processes:  Promoting Metacognition, Strategy Use, and Effort.- Chapter 26. Working Memory Training and Cogmed to Enhance Executive Functioning.- Chapter 27. Supporting and Strengthening Working Memory in the Classroom to Enhance Executive Functioning.- Chapter 28. Building Executive Functioning in Children Through Problem Solving.- Chapter 29. Consulting with Teachers to Improve Student’s Executive Functioning.

Sam Goldstein, Ph.D., is a doctoral level psychologist with areas of study in school psychology, child development and neuropsychology. He is licensed as a psychologist and certified as a developmental disabilities evaluator in the State of Utah. Dr. Goldstein is a Fellow in the National Academy of Neuropsychology and American Academy of Cerebral Palsy and Developmental Medicine. Dr. Goldstein is an Assistant Clinical Instructor in the Department of Psychiatry. Since 1980, Dr. Goldstein has worked in a private practice setting as the Director of a multidisciplinary team, providing evaluation, case management and treatment services for children and adults with histories of neurological disease and trauma, autism, learning disability, adjustment difficulties and attention deficit hyperactivity disorder. Dr. Goldstein is on staff at the University Neuropsychiatric Institute. He has served as a member of the Children’s Hospital Craniofacial Team. He has also been a member of the Developmental Disabilities Clinic in the Department of Psychiatry at the University of Utah Medical School.

Dr. Goldstein has authored, co-authored or edited 42 clinical and trade publications, including 16 text books dealing with managing children's behavior in the classroom, genetics, autism, attention disorders, resilience and adult learning disabilities. With Barbara Ingersoll, Ph.D., he has co-authored texts dealing with controversial treatments for children’s learning and attention problems and childhood depression. With Anne Teeter Ellison, he has authored Clinician’s Guide to Adult ADHD: Assessment and Intervention. With Nancy Mather, Ph.D., he has completed 3 texts for teachers and parents concerning behavioral and educational issues. With Michael Goldstein, M.D., he has completed two texts on attention deficit hyperactivity disorder. He has edited 3 texts with Cecil Reynolds, Ph.D., on neurodevelopmental and genetic disorders in children. With Robert Brooks, Ph.

Unites the theories of executive function with the means for assessment and treatment

Leading theorists in the field contribute chapters that outline their ideas and systematically review the supporting research

Examines executive functioning from conceptual and practical perspectives

Each chapter details current thinking, measurement and interventions relative to executive functioning

Includes supplementary material: sn.pub/extras