The Study Skills Curriculum was developed based on an identified need expressed by Resource Specialists and intervention teachers. Although, many of these teachers offered "Study Skills" classes to support students with work completion from a designated staff, the students' levels of organization and independence did not show significant improvement.

The Study Skills Curriculum is the answer to the expressed needs of teachers to systematically teach executive functioning skills, organizational skills, increased independence and improved overall student behavior. The long-term result of systematic instruction in these areas is greater success in school and as adults.

All of the lessons in this curriculum were derived from the concepts found in the popular book Learning the ROPES for Improved Executive Functioning Skills (Schetter 2003). Each of the seven units begins with an objective followed by lessons which are broken down into activities to build students executive functioning skills. Instructional forms and bonus forms are avaible to download. All other required materials are listed in each unit.

The Scope and Sequence section of this curriculum provides an overview of all the lessons and activities. A year long program may be developed from the Scope and Sequence making The Study Skills Curriculum easy to understand and to implement.

Formato	Tapa suave
Número de Páginas	140
Lenguaje	Inglés
Editorial	Abta Publications & Products
Fecha de Publicación	2017-02-13
Dimensiones	11.0" x 8.5" x 0.3" pulgadas
Letra Grande	No
Con Ilustraciones	No

Murphy, Victoria

Victoria Murphy, MS, B.C.B.A. has worked as a Board Certified Behavior Analyst in both private and public school settings for 22 years. She has instructed at the university and community college levels.She works with both General and Special Education Staff and Administrators to develop legally defensible programs for students with Autism Spectrum Disorders and other disabilities. She provides in-service training to professionals to assist them in developing knowledge and skills to implement Evidence Based Practices in the classrooms with students on the Autism Spectrum, to develop sound Inclusive Education Programming practices, as well as help staff develop effective strategies for addressing common Executive Functioning Deficits in the classroom.

Schetter, Patricia

Patricia Schetter, MA, B.C.B.A. began her career in 1993 working with individuals who experience autism spectrum disorders and other learning/behavioral issues. She has worked in both public and non-public educational settings, as well as developing and instructing programs at the university level for educational professionals. Currently she is the Coordinator of ASD Education Initiatives at the CEDD at the UC Davis MIND Institute and State Liaison for the National Professional Development Center in Autism Spectrum Disorders. She has been an invited presenter at local, state and national levels. Her ability to synthesize current research and Evidence-Based Practices into easy to use protocols and lessons for educational professionals and parents is one of her many talents.