AlsalamahA. (2017). Use of the self-monitoring strategy among students with attention deficit hyperactivity disorder: A systematic review. Journal of Education and Practice, 8, 118–125.
2.
BarkleyR. A. (2012). Executive functions: What they are, how they work, and why they evolved. New York, NY: Guilford Press.
3.
BestJ. R.MillerP. H.NaglieriJ. A. (2011). Relations between executive function and academic achievement from ages 5 to 17 in a large, representative national sample. Learning and Individual Differences, 21, 327–336. doi:10.1016/j.lindif.2011.01.007
4.
BrieschA. M.BrieschJ. M. (2016). Meta-analysis of behavioral self-management interventions in single-case research. School Psychology Review, 45, 3–18. doi:10.17105/SPR45-1.3-18
5.
BrowderD.TrelaK.JimenezB. (2007). Training teachers to follow a task analysis to engage middle school students with moderate and severe developmental disabilities in grade-appropriate literature. Focus on Autism and Other Developmental Disabilities, 22, 206–219. doi:10.1177/10883576070220040301
6.
BryanL. C.GastD. L. (2000). Teaching on-task and on-schedule behaviors to high-functioning children with autism via picture activity schedules. Journal of Autism and Developmental Disorders, 30, 553–567. doi:10.1023/A:1005687310346
7.
ClarkC.PriorM.KinsellaG. (2002). The relationship between executive function abilities, adaptive behaviour, and academic achievement in children with externalising behaviour problems. Journal of Child Psychology and Psychiatry, 43, 785–796. doi:10.1111/1469-7610.00084
8.
ColeP. M.UsherB. A.CargoA. P. (1993). Cognitive risk and its association with risk for disruptive behavior disorder in preschoolers. Journal of Clinical Child Psychology, 22, 154–164. doi:10.1207/s15374424jccp2202_3
9.
CooperJ. O.HeronT. E.HewardW. L. (2007). Applied behavior analysis (2nd ed.). Upper Saddle River, NJ: Pearson.
10.
DawsonP.GuareR. (2009). Smart but scattered: The revolutionary “executive skills” approach to helping kids reach their potential. New York, NY: Guilford Press.
11.
DiamantopoulouS.RydellA. M.ThorellL. B.BohlinG. (2007). Impact of executive functioning and symptoms of attention deficit hyperactivity disorder on children’s peer relations and school performance. Developmental Neuropsychology, 32, 521–542. doi:10.1080/87565640701360981
12.
GarfinkleA. N.SchwartzI. S. (2002). Peer imitation: Increasing social interactions in children with autism and other developmental disabilities in inclusive preschool classrooms. Topics in Early Childhood Special Education, 22, 26–38. doi:10.1177/027112140202200103
13.
HayesS. C.GiffordE. V.RuckstuhlL. E.Jr. (1996). Relational frame theory and executive function: A behavioral approach. In LyonG. R.KrasnegorN. A. (Eds.), Attention, memory and executive function (pp. 279–306). Baltimore, MD: Brooks.
14.
HewardW.Alber-MorganS.KonradM. (2017). Exceptional children: An introduction to special education. Boston, MA: Pearson.
15.
JosephL. M.KonradM. (2009). Have students self-manage their academic performance. Intervention in School and Clinic, 44, 246–249. doi:10.1177/1053451208328834
16.
LeeS. H.SimpsonR. L.ShogrenK. (2007). Effects and implications of self-management for students with autism: A meta-analysis. Focus on Autism and Other Developmental Disabilities, 22, 2–13.
17.
MartinussenR.TannockR. (2006). Working memory impairments in children with attention-deficit hyperactivity disorder with and without comorbid language learning disorders. Journal of Clinical and Experimental Neuropsychology, 28, 1073–1094. doi:10.1080/13803390500205700
18.
MattisonR. E.MayesS. D. (2012). Relationships between learning disability, executive function, and psychopathology in children with ADHD. Journal of Attention Disorders, 16, 138–146. doi:10.1177/1087054710380188
19.
MoffittT.ArseneaultL.BelskyD.DicksonN.HancoxR.HarringtonH.SearsM. (2011). A gradient of childhood self-control predicts health, wealth, and public safety. Proceedings of the National Academy of Sciences, 108(7), 2693–2698. doi:10.1073/pnas.1010076108
20.
MooreD.AndersonA.GlassenburyM.LangR.DiddenR. (2013). Increasing on-task behavior in students in a regular classroom: Effectiveness of a self-management procedure using a tactile prompt. Journal of Behavioral Education, 22, 302–311. doi:10.1007/s10864-013-9180-6
21.
NajdowskiA. C. (2017). Flexible and focused: Teaching executive function skills to individuals with autism and attention disorders. London, UK: Academic Press.
22.
PurrazzellaK.MechlingL. (2013). Evaluation of manual spelling, observational and incidental learning using computer-based instruction with a tablet PC, large screen projection, and a forward chaining procedure. Education and Training in Autism and Developmental Disabilities, 48, 218–235.
23.
RaoS.KaneM. T. (2009). Teaching students with cognitive impairment chained mathematical task of decimal subtraction using simultaneous prompting. Education and Training in Developmental Disabilities, 44, 244–256.
24.
RouseC. A.Alber-MorganS. R.CullenJ. M.SawyerM. (2014). Using prompt fading to teach self-questioning to fifth graders with LD: Effects on reading comprehension. Learning Disabilities Research & Practice, 29, 117–125. doi:10.1111/ldrp.12036
25.
SlocumK.TigerH. (2011). An assessment of the efficiency of and children preference for forward and backward chaining. Journal of Applied Behavior Analysis, 44, 793–805. doi:10.1901/jaba.2011.44-793
26.
SmithR.CollinsB.SchusterJ.KleinertH. (1999). Teaching table cleaning skills to secondary students with moderate/severe disabilities: Facilitating observational learning during instructional downtime. Education and Training in Mental Retardation and Developmental Disabilities, 34, 342–353.
27.
SuchyY. (2009). Executive functioning: Overview, assessment, and research issues for non- neuropsychologists. Annals of Behavioral Medicine, 37, 106–116. doi:10.1007/s12160-009-9097-4
28.
TestD. W.SpoonerF.KeulP. K.GrossiT. (1990). Teaching adolescents with severe disabilities to use the public telephone. Behavior Modification, 14, 157–171. doi:10.1177/01454455900142003
29.
ZelazoP. D.CarlsonS. M. (2012). Hot and cool executive function in childhood and adolescence: Development and plasticity. Child Development Perspectives, 6, 354–360. doi:10.1111/j.1750-8606.2012.00246.x