Approaches with resources that I use in, or that inform, my practice in working with individuals with executive functioning, or cognitive, needs
  • Overall
    • Safety:  Individuals must feel safe to be able to work on cognitive and executive function skills.  To this end, I both work to create a safe space in my office, and I work with individuals to develop a sense of safety as a basis for working on executive functioning and/or cognitive needs.
    • Collaboration:  My goal is to work in partnership with individuals and families.  As much as possible, I try to work alongside them, seeking to create a positive atmosphere that is conducive to change.
    • Developmental/Habilitative/Restorative:  Lessening of the Impairment in One or More Cognitive or Executive Functioning Domains
    • Compensation:  Lessening of the Disabling Impact of One or More Impaired Cognitive or Executive Functioning Domains
    • Metacognition/Awareness (Calibration):  Increase Awareness of Own Cognition, Strengths, and Challenges
    • Near vs Far Transfer Effects
      • Near Transfer Effects/Outcomes: Increased ability to complete tasks within sessions, and Improvement in carrying out important daily activities in the person's physical and social environments
      • Far Transfer Effects/Outcomes:  Improvements in: Employment Status; Educational Attainment; Community Participation; Quality of Life and Well-Being; Significant Relationships; Family/Caregiver Quality of Life and Well-Being
  • Coaching
    • Dawson, P., & Guare, R. (2012). Coaching Students with Executive Skills Deficits. New York: The Guilford Press.
    • Kennedy, M. R. (2017). Coaching College Students with Executive Function Problems. New York: The Guilford Press.
  • Cognitive Behavior Therapy
    • Dobosz, A. M. (2016). the perfectionism workbook for teens: activities to help you reduce anxiety & get things done. Oakland: Instant Help.
    • Egan, S. J., Wade, T. D., Shafran, R., & Antony, M. M. (2014). Cognitive-Behavioral Treatment of Perfectionism. New York: The Guilford Press.
    • Gallagher, R., Abikoff, H. B., & Spira, E. G. (2014). Organizational Skills Training for Children with ADHD . New York: The Guilford Press.
    • Knaus, W. J. (2016). overcoming procrastination for teens: a cbt guide for college-bound students. Oakland: Instant Help Books.
    • Sibley, M. H. (2017). Parent-Teen Therapy for Executive Function Deficits and ADHD: Building Skills and Motivation. New York: The Guilford Press.
    • Solanto, M. V. (2011). Cognitive-Behavioral Therapy for Adult ADHD:  Targeting Executive Dysfunction. New York: The Guilford Press.
    • Young, S. (2017). The Star Detective Facilitator Manual: A Cognitive Behavioral Group Intervention to Develop Skilled Thinking and Reasoning for Children with Cognitive, Behavioral, Emotional and Social Problems. Philadelphia: Jessica Kingsley Publishers.
  • Cognitive/Executive Functioning Practice:   can be used for any of the areas of cognitive or executive functioning
    • Drazinski, L.A. (2011). Executive Functions Training:  Adolescent.  Linguisystems.
    • Gottschall, C.P. (2011).  Executive Functions Training:  Elementary. Linguisystems.
    • Helm-Estabrooks, N., & Karow, C. M. (2010). Problem-Solving Therapy Program: A Model-Based Approach. Northborough: Communication Disorders Resources.
    • Kaiser, K., Romero-Davis, K., Schott, D., & Yacono, C. (2008). CARDS: Cognition, Attention and Recall Drill Set-Attention. East Moline: LinguiSystems, Inc.
    • McKinnis, S. (2012).  The Processing Program:  Levels 2 and 3.  Super Duper Publications.
    • Mullin, M. (2015).  Think, Talk, Laugh!  Increase Verbal Processing Speed and Language Organization Skills.  Santa Monica:  www.kandmcenter.com.
    • Winget, K.  Differential Processing Training Program. (2007).  Linguisystems.
  • Computer Programs (a form of cognitive/executive functioning practice):  can be used for any of the areas of cognitive or executive functioning
    • Acquired Brain Injury Memory Exercises
    • Attention Processing Training—3
      • Haskins, E. C., Cicerne, K., Dams-O'Connor, K., Eberle, R., Langenbahn, D., & Shapiro-Rosenbaum, A. (2014). Cognitive Rehabilitation Manual: Translating Evidence-Based Recommendations Into Practice. Reston: American Congress of Rehabilitation Medicine.
      • Ostergren, J. A. (2018). Cognitive Rehabilitation Therapy for Traumatic Brain Injury: A Guide for Speech-Language Pathologists. San Diego: Plural Publishing.
      • Sohlberg, M. M., Avery, J., Kennedy, M. R. T., Coelho, C., Ylvisaker, M., Turkstra, L., & Yorkston, K. (2003). Practice guidelines for direct attention training. Journal of Medical Speech-Language Pathology, 11(3), xix-xxxix.
      • Sohlberg, M. M., & Mateer, C. (2001).  Cognitive rehabilitation:  An integrated neuropsychological approach.   New York: Guilford Publication.
    • Cognitive Enhancement Therapy
      • Eack, S. M., Bahorik, A. L., Hogarty, S. S., Greenwald, D. P., Litschge, M. Y., Mazefsky, C. A., & Minshew, N. J. (2013). Is Cognitive Rehabilitation Needed in Verbal Adults with Autism? Insights From Initial Enrollment in a Trial of Cognitive Enhancement Therapy. Journal of Autism and Developmental Disorders, 2233-2237.
      • Eack, S. M., Greenwald, D. P., Hogarty, S. S., Bahorik, A. L., Litschge, M. Y., Mazefsky, C. A., & Minshew, N. J. (2013). Cognitive Enhancement Therapy for Adults with Autism Spectrum Disorder: Results of an 18-Month Feasibility Study. Journal of Autism and Developmental Disorders.
    • Concentration-Attention-and-Mental-Speed-Rehabilitation-Task
    • Direction Following +Outloud
    • Gillespie-Lynch, K., Brooks, P. J., Shane-Simpson, C., Gaggi, N. L., Sturm, D., & Ploog, B. O. (2015). Selecting Computer-Mediated Interventions to Support the Social and Emotional Development of Individuals with Autism Spectrum Disorder. In N. R. Silton (Ed.), Recent Advances in Assistive Technologies to Support Children with Developmental Disorders (pp. 141-167). Hershey: Medical Information Science Reference.
    • Klingberg, T. (2010). Training and plasticity of working memory. Trends in Cognitive Sciences , 317-324.
    • Wass, S. V., & Porayska-Pomsta, K. (2014). The uses of cognitive training technologies in the treatment of autism spectrum disorders. Autism, 851-871.
  • Flexibility Training
    • Principles of Different Types of Flexibility Training
      • Canas, J. J., Fajardo, I., & Salmeron, L. (2006). Cognitive Flexibility. In W. Karwowski (Ed.), International encyclopedia of ergonomics and human factors (pp. 296-300). Boca Raton: CRC Press
    • For Individuals with ASD
      • Cannon, L., Kenworthy, L., Alexander, K. C., Werner, M. A., & Anthony, L. (2011). Unstuck & On Target! An Executive Function Curriculum to Improve Flexibility for Children with Autism Spectrum Disorders. Baltimore: Paul H Brookes Publishing Co.
      • Granpeesheh, D., Tarbox, J., Najdowski, A. C., & Kornack, J. (2014). Evidence-Based Treatment for Children with Autism: The CARD Model (Practical Resources for the Mental Health Professional). Waltham: Academic Press.
      • Kerstein, L. H. (2014). A Week of Switching, Shfting, and Stretching: How to Make My Thinking More Flexible. Shawnee Mission: AAPC Publishing.
      • Kuypers, L. (2011). Zones of Regulation. Santa Clara: Think Social Publishers.
      • Miller, L. (2013). Developing Flexibility Skills in Children and Teens with Autism: The 5P Approach to Thinking, Learning and Behavior. Philadelphia: Jessica Kingsley Publishers.
      • Najdowski, A. C. (2017). Flexible and Focused: Teaching Executive Function Skills to Individuals with Autism and Attention Disorders. San Diego: Academic Press.
    • Developing Flexible Use of Language
      • Deak, G. O. (2003). The Development of Cognitive Flexibility and Language Abilities. Advances in Child Development, 271-327.
      • Spector, C.C. (2009). As Far as Words Go:  Activities for Understanding Ambiguous Language and Humor. Baltimore: Paul H Brookes Publishing Co.
      • Spector, C.C. (2006). Between the Lines:  Enhancing Inferencing Skills. Super Duper Publications
      • Park, S., Black, H. (2006). Building Thinking Skills:  Levels 2 and 3. Critical Thinking Co.
      • Spector, C.C. (1997). Saying One Thing, Meaning Another:  Activities for Clarifying Ambiguous Language. Eau Claire:  Thinking Publications.
      • Word Winks and Analogy Challenges from Mindware
    • Developing Theory of Mind and Perspective Taking
      • Nash, D. (2011). Getting the Picture: Inference and Narrative Skills for Young People with Communication Difficulties. Philadelphia: Jessica Kingsley Publishers.
      • Ordetx, K. (2012). Teaching Theory of Mind: A Curriculum for Children with High Functioning Autism, Asperger's Syndrome, and Related Social Challenges. Philadelphia: Jessica Kingsley Publishers.
      • Ordetx, K. (2015). Teaching the Basics of Theory of Mind: A Complete Curriculum with Supporting Materials for Children with Autism Spectrum Disorder and Related Social Difficulties Aged Approximately 5 to 9 Years. Philadelphia: Jessica Kingsley Publishers.
      • Winner, M. G. (2000). Inside Out: What Makes a Person with Social Cognitive Deficits Tick? San Jose: Think Social Publishing, Inc.
      • Winner, M. G. (2007). Social Behavior Mapping: Connecting Behavior, Emotions and Consequences Across the Day. San Jose: Think Social Publishing, Inc.
      • Winner, M. G. (2014). Social Thinking Thinksheets for Tweens and Teens. San Jose: Think Social Publishing, Inc.
      • Winner, M. G., & Crooke, P. (2011). Social Thinking At Work: Why Should I Care? San Jose: Think Social Publishing, Inc.
    • Developing Growth Mindset and Grit
      • Baruch-Feldman, C. (2017). the grit guide for teens: a workbook to help you build perseverance, self-control & a growth mindset. Oakland: Instant Help Books.
      • Dweck, C. S. (2006). Mindset: The New Psychology of Success. New York: Random House.
      • Dweck, C. S., Walton, G. M., & Cohen, G. L. (2014). Academic Tenacity: Mindsets and Skills that Promote Long-Term Learning. Bill & Melinda Gates Foundation.
      • Klein, G. (2016, May 1). Mindsets: What they are and why they matter. Retrieved from Psychology today: https://www.psychologytoday.com/us/blog/seeing-what-others-dont/201605/mindsets
      • Ricci, M. C., & Lee, M. (2016). Mindsets for Parents: Strategies to Encourage Growth Mindsets in Kids. Waco: Prufrock Press Inc.
      • Sanguras, L. Y. (2017). Grit in the Classroom: Building Perseverance for Excellence in Today's Students. Waco: Prufrock Press Inc.
    • Metacognitive strategy training can also be an important part of flexibility training (see under impulse control training)
    • Developing Resilience and Hope
      • Alvord, M. K., Zucker, B., & Grados, J. J. (2011). Resilience Builder Program for Children and Adolescents: Enhancing Social Competence and Self-Regulation. Champaign: Research Press.
      • Feder, A., Charney, D., & Collins, K. (2011). Neurobiology of resilience. In S. M. Southwick, B. T. Litz, D. Charney, & M. J. Friedman (Eds.), Resilience and Mental Health: Challenges Across the Lifespan. New York.
      • MacConville, R., & Rae, T. (2012). Building Happiness, Resilience and Motivation in Adolescents: A Positive Psychology Curriculum for Well-Being. Philadelphia: Jessica Kingsley Publishers.
      • Osorio, C., Probert, T., Jones, E., Young, A. H., & Robbins, I. (2016). Adapting to Stress: Understanding the Neurobiology of Resilience. Behavioral Medicine
      • Pearce, C. (2011). A Short Introduction to Promoting Resilience in Children. Philadelphia: Jessica Kinsgley Publishers.
      • Pfau, M. L., & Russo, S. J. (2015). Peripheral and central mechanisms of stress resilience. Neurobiology of Stress, 66-79.
      • Purkis, J., & Goodall, E. (2018). The Parent's Guide to Resilience for Children aged 2-10 on the Autism Spectrum. Philadelphia : Jessica Kingsley Publishers.
      • Schiraldi, G. R. (2011). The Complete Guide to Resilience: Why It Matters, How to Build and Maintain It. Ashburn: Resilience Training International.
  • Impulse Control Training
    • Programs
      • Caselman, T., & Cantwell, J. (2011). Impulse Control: Activities & Worksheets for Middle School Students. Chapin: Youthlight, Inc.
      • Caselman, T., & Cohen, B. K. (2008). All About Boundaries: Teaching Children about "Drawing the Line". Chapin: youthlight inc.
      • Henley, M. (2003). Teaching Self-Control: A Curriculum for Responsible Behavior. Bloomington: Solution Tree.
      • Kuypers, L. (2011). Zones of Regulation. Santa Clara: Think Social Publishers.
      • Miller, D. (2004). The Stop....Think...Do...Program: A Workbook for Children with ADD or ADHD. Xulon Press.
    • Metacognitive Strategy Training
      • Cicerone, K. D., & Maestas, K. L. (2014). Rehabilitation of Attention and Executive Function Impairments. In M. Sherer, & A. M. Sander (Eds.), Clinical Handbooks in Neuropsychology, Handbook on the Neuropsychology of Traumatic Brain Injury. New York: Springer.
      • Haskins, E. C., Cicerne, K., Dams-O'Connor, K., Eberle, R., Langenbahn, D., & Shapiro-Rosenbaum, A. (2014). Cognitive Rehabilitation Manual: Translating Evidence-Based Recommendations Into Practice. Reston: American Congress of Rehabilitation Medicine.
      • Ostergren, J. A. (2018). Cognitive Rehabilitation Therapy for Traumatic Brain Injury: A Guide for Speech-Language Pathologists. San Diego: Plural Publishing.
      • Sohlberg, M. M., & Turkstra, L. S. (2011). Optimizing Cognitive Rehabilitation: Effective Instructional Methods. New York: The Guilford Press.
      • Tamm, L., & Nakonezny, P. A. (2015). Metacognitive Executive Function Training for Young Children with ADHD – A Proof of Concept Study. Attention Deficit Hyperactivity Disorder, 183-190.
      • Yakel, J. (2018, April 12). Cognitive Rehabilitation Therapy....Therapy...Therapy! Retrieved from PESI: pesi.com
    • Goal Management Training (a form of metacognitive training)
      • Chen, A. J., Novakovic-Agorian, T., Nycum, T. J., Song, S., Turner, G. R., Hills, N. K., Rome, S., Abrams, G. M., & D'Esposito, M. (2011). Training of goal-directed attention regulation enhances control over neural processing for individuals with brain injury. Brain, 134(Pt 5), 1541-1554.
      • de Braek, D. M., Dijkstra, J. B., Ponds, R. W., & Jolles, J. (2012). Goal Management Training in Adults With ADHD: An Intervention Study. Journal of Attention Disorders, 1-8
      • Jackson, J., Ely, E.W., Morey, M. C., Anderson, V. M., Sievert, C. S., Denne, L. B., Clune, J., Archer, K.R., Torres, R., Janz, D., Schiro, E., Jones,]., Shintani, A., Levine, B., Pun, B.T., Thompson, J., Brummel, N.E., & Hoenig, H. (2011).  Cognitive and physical rehabilitation of intensive care unit survivors: Results of the RETURN randomized controlled pilot investigation. Critical Care Medicine, 40(4), 1-10.
      • Levine, B., Robertson, I., Clare, L., Carter, G., Wilson, B. A., Duncan, J., & Stuss, D. T. (2000). Rehabilitation of executive functioning: An experi­mental-clinical validation of Goal Management Training. Journal of the International Neuropsychological Society, 6(3), 299-312.
      • Levine, B., Schweizer, T., O'Connor, C., Turner, G., Gillingham, S., Stuss, D. T., Manly T., & Robertson, I. H.(2011 ). Rehabilitation of execu­tive functioning in patients with frontal lobe dam­age with Goal Management Training. Frontiers in Human Neuroscience, 5, 9. doi: 10.3389/ fnhum.2011.00009
      • Novakovic-Agopian, T., Chen, A. J., Rome, S., Abrams, G., Castelli, H., Rossi, A., McKim, R., Hills, N., & D'Esposito, M. (2011 ). Rehabilitation of executive functioning with training in attention regulation applied to individually defined goals: A pilot study bridging theory, assessment, and treatment. Journal of Head Trauma Rehabilitation, 26(5), 325-338.
      • Ostergren, J. A. (2018). Cognitive Rehabilitation Therapy for Traumatic Brain Injury: A Guide for Speech-Language Pathologists. San Diego: Plural Publishing.
    • Problem Solving
      • Aberson, B. (2014). Building Executive Functioning in Children Through Problem Solving. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
      • Cole, C.B. (2017). Deductive Reasoning Exercises for Attention and Executive Functions: Real-Life Problem Solving.  Plural Publishing Co. Inc.
      • Eslinger, P. J., Flaherty-Craig, C. V., & Chakara, F. M. (2013). Rehabilitation and management of executive function disorders. In M. P. Barnes, & D. C. Good (Eds.), Handbook of Clinical Neurology, Vol. 110 (3rd Series): Neurological Rehabilitation. Amsterdam: Elsevier B V.
      • Haskins, E. C., Cicerne, K., Dams-O'Connor, K., Eberle, R., Langenbahn, D., & Shapiro-Rosenbaum, A. (2014). Cognitive Rehabilitation Manual: Translating Evidence-Based Recommendations Into Practice. Reston: American Congress of Rehabilitation Medicine.
      • Helm-Estabrooks, N., & Karow, C. M. (2010). Problem-Solving Therapy Program: A Model-Based Approach. Northborough: Communication Disorders Resources.
      • Holzhauser-Peters, L., Grizinski, Y., & Solazzo, R. (2009). Thinking Through Problems in the Community: Social Problem Solving Scenarios to Enhance Communication, Thinking, and Decision Making Skills. Asperger Family Learning Source, LLC.
      • Ostergren, J. A. (2018). Cognitive Rehabilitation Therapy for Traumatic Brain Injury: A Guide for Speech-Language Pathologists. San Diego: Plural Publishing.
      • Yakel, J. (2018, April 12). Cognitive Rehabilitation Therapy....Therapy...Therapy! Retrieved from PESI: pesi.com
    • Time Pressure Management (a form of problem-solving training)
      • Eslinger, P. J., Flaherty-Craig, C. V., & Chakara, F. M. (2013). Rehabilitation and management of executive function disorders. In M. P. Barnes, & D. C. Good (Eds.), Handbook of Clinical Neurology, Vol. 110 (3rd Series): Neurological Rehabilitation. Amsterdam: Elsevier B V
      • Haskins, E. C., Cicerne, K., Dams-O'Connor, K., Eberle, R., Langenbahn, D., & Shapiro-Rosenbaum, A. (2014). Cognitive Rehabilitation Manual: Translating Evidence-Based Recommendations Into Practice. Reston: American Congress of Rehabilitation Medicine.
      • Ostergren, J. A. (2018). Cognitive Rehabilitation Therapy for Traumatic Brain Injury: A Guide for Speech-Language Pathologists. San Diego: Plural Publishing.
      • Winegardner, J. (2017). Executive Functions. In R. Winson, B. A. Wilson, & A. Bateman (Eds.), The Brain Injury Workbook. New York: The Guilford Press.
    • Developing Self-Talk
      • Braaten, S. (2018, April 6). Teaching Self-Control. Retrieved from ILLINOIS COUNCIL FOR CHILDREN WITH EMOTIONAL AND BEHAVIORAL DISORDERS: http://ilccbd.pbworks.com/w/file/fetch/91088028/1SB%20self-control%20Handout%20_%20Master_5-12-2014.pdf
      • Feuerstein, R., Falik, L. H., Feuerstein, R. S., & Bohacs, K. (2013). A Think-Aloud and Talk-Aloud Approach to Building Language. New York: Teachers College Press.
      • Sohlberg, M. M., & Turkstra, L. S. (2011). Optimizing Cognitive Rehabilitation: Effective Instructional Methods. New York: The Guilford Press.
      • Winsler, A. (2009). Still Talking to Ouselves after All These Years: A Review of Current Research on Private Speech. In A. Winsler, C. Fernyhough, & I. Montero (Eds.), Private Speech, Executive Functioning, and the Development of Verbal Self-Regulation. New York: Cambridge University Press.
      • Yakel, J. (2018, April 12). Cognitive Rehabilitation Therapy....Therapy...Therapy! Retrieved from PESI: pesi.com
    • Developing Context Awareness
      • Mucklow, N. (2010). Comic Sense: A comic book on common sense and social skills for young people with Asperger's and ADHD. Kingston: Michael Grass House.
      • Mucklow, N. (2011). More Comic Sense: More comics and cartoons on common sense and social skills for young people. Kingston: Michael Grass House.
      • Vermeulen, P. (2012). Autism as Context Blindness. Shawnee Mission: AAPC Publishing.
      • Ward, S. (2018, April 12). Practical Strategies to Improve Executive Function Skills. Retrieved from AUDIOLOGY EDUCATIONAL ASSOCIATION): http://www.alf.dk/images/pdf/Denmark_March_2013.pdf
      • Winner, M. G. (2007). Social Behavior Mapping: Connecting Behavior, Emotions and Consequences Across the Day. San Jose: Think Social Publishing, Inc.
    • Developing Interoceptive Awareness
      • Mindfulness practice works on development of interoceptive awareness
      • Goodall. (2016). Interoception 101: Interoception Explanation, Interoception Tracking Sheet and Interoception Activities. Retrieved from Emma Goodall for Department for Education and Child Development: http://web.seru.sa.edu.au/pdfs/Introception.pdf
      • Khalsa, S., Adolphs, R., Cameron, O. G., Critchley, H. D., Davenport, P. W., Feinstein, J. S., . . . Simmons, W. K. (2018). Interoception and Mental Health: a Roadmap. Biological Psychiatry: Cognitive Neuroscience and Neuroimaging.
      • Mahler, K. (2016). INTEROCEPTION: The Eighth Sensory System-- Practical Solutions for Improving Self-Regulation, Self-Awareness and Social Understanding in Individuals with Autism Spectrum and Related Disorders. Lenexa: AAPC Publishing
  • Mindfulness
    • Becerra, R., Dandrade, C., & Harms, C. (2016). Can Specific Attentional Skills be Modified with Mindfulness Training for Novice Practitioners? Current Psychology.
    • Biegel, G. M. (2009). the stress reduction workbook for teens: mindfulness skills to help you deal with stress. Oakland: Instant Help Books.
    • Broderick, P. C. (2013). Learning to breathe: A Mindfulness Curriculum for Adolescents to Cultivate Emotion Regulation, Attention, and Performance. Oakland: New Harbinger Publications, Inc.
    • Burdick, D. (2014). Mindfulness Skills for Kids & Teens. Eau Claire: PESI Publishing and Media.
    • Farb, N. A., Segal, Z. V., & Anderson, A. K. (2013). Mindfulness meditation training alters cortical representations of interoceptive attention. SCAN, 15-26.
    • Franco, C., Amutio, A., López-González, L., Oriol, X., & Martinez-Taboada, C. (2016). Effect of a Mindfulness Training Program on the Impulsivity and Aggression Levels of Adolescents with Behavioral Problems in the Classroom. frontiers in Psychology.
    • Garland, E., Hanley, A., Farb, N., & Froeliger, B. (2015). State Mindfulness During Meditation Predicts Enhanced Cognitive Reappraisal. Mindfulness, 234-242.
    • Gotink, R. A., Meijboom, R., Vernooij, M. W., Smits, M., & Hunink, M. G. (2016). 8-week Mindfulness Based Stress Reduction induces brain changes similar to traditional long-term meditation practice – A systematic review. Brain and Cognition, 32-41.
    • Kilpatrick, L. A., Suyenobu, B. Y., Smith, S. R., Bueller, J. A., Goodman, T., Creswell, J. D., . . . Naliboff, B. D. (2011). Impact of Mindfulness-Based Stress Reduction Training on Intrinsic Brain Connectivity. Neuroimage, 290-298.
    • Kirk, V., Fatola, C., & Gonzalez, M. R. (2016). Systematic Review of Mindfulness Induced Neuroplasticity in Adults: Potential Areas of Interest for the Maturing Adolescent Brain. Journal of Childhood & Developmental Disorders, 1-9.
    • Lucas, A. R., Klepin, H. D., Porges, S. W., & Rejeski, W. J. (2016). Mindfulness-Based Movement: A Polyvagal Perspective. Integrative Cancer Therapies, 1-11.
    • Luu, K., & Hall, P. A. (2017). Examining the Acute Effects of Hatha Yoga and Mindfulness Meditation on Executive Function and Mood. Mindfulness, 873-880.
    • Moore, A., & Malinowski, P. (2009). Meditation, mindfulness, and cognitive flexibility. Consciousness and Cognition, 176-186.
    • Perry-Parrish, C., Copeland-Linder, N., Webb, L., Shields, A. H., & Sibinga, E. M. (2016). Improving self-regulation in adolescents: current evidence for the role of mindfulness-based cognitive therapy. Adolescent Health, Medicine and Therapeutics, 101-108.
    • Sanger, K., & Dorjee, D. (2016). Mindfulness training with adolescents enhances metacognition and the inhibition of irrelevant stimuli: Evidence from event-related brain potentials. Trends in Neuroscience and Education, 1-11.
    • Shapiro, S. L., Carlson, L. E., Astin, J. A., & Freedman, B. (2006). Mechanisms of Mindfulness. JOURNAL OF CLINICAL PSYCHOLOGY, 373-386.
    • Tang, Y. Y., Ma, Y., Wang, J., Fan, Y., Feng, S., Lu, Q., . . . Posner, M. I. (2007). Short-term meditation training improves attention and self-regulation. PNAS.
    • Tang, Y.-Y., & Posner, M. I. (2009). Attention training and attention state training. Trends in Cognitive Sciences, 223-227.
    • Tang, Y.-Y. (2017). The Neuroscience of Mindfulness: How the Body and Mind Work Together to Change Our Behaviour. Cham, Switzerland: Springer.
    • Tang, Y.-Y., Hoizel, B. K., & Posner, M. I. (2015). The neuroscience of mindfulness meditation. Nature Reviews Neuroscience.
    • Tang, Y.-Y., Yang, L., Leve, L. D., & Harold, G. T. (2012). Improving Executive Function and its Neurobiological Mechanisms through a Mindfulness-Based Intervention: Advances within the Field of Developmental Neuroscience. Child Development Perspectives, 361-366.
    • Teper, R., & Inzlicht, M. (2013). Meditation, mindfulness and executive control: the importance of emotional acceptance and brain-based performance monitoring. SCAN, 85-92.
    • van der Oord, S., Bogels, S. M., & Peijnenburg, D. (2012). The Effectiveness of Mindfulness Training for Children with ADHD and Mindful Parenting for their Parents. Journal of Child and Family Studies, 139-147.
    • Verhaeghen, P. (2016). Mindfulness and Meditation Training. In T. Strobach, & J. Karbach (Eds.), Cognitive Training: An Overview of Features and Applications. New York: Springer.
    • Wimmer, L., Bellingrath, S., & von Stockhausen, L. (2016). Cognitive Effects of Mindfulness Training: Results of a Pilot Study Based on a Theory Driven Approach. frontiers in Psychology.
  • Motivational Interviewing
    • Herman, K. C., Reinke, W. M., Frey, A. J., & Shepard, S. A. (2014). Motivational Intervieving in Schools: Strategies for Engaging Parents, Teachers, and Students. New York: Springer Publishing Company, LLC.
    • Naar-King, S., & Suarez, M. (2011). Motivational Interviewing with Adolescents and Young Adults. New York: The Guilford Press
    • Sibley, M. H. (2017). Parent-Teen Therapy for Executive Function Deficits and ADHD: Building Skills and Motivation. New York: The Guilford Press.
  • Physical Activity
    • Dennison, P. E., & Dennison, G. E. (1989). Brain Gym: Teacher's Edition Revised. Edu Kinesthetics.
    • Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 335-34.
    • Diamond, A., & Lee, K. (2011). Interventions shown to Aid Executive Function Development in Children 4-12 Years Old. Science, 959-964.
    • Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 34-48.
    • Grassman, V., Alves, M. V., Santos-Galduroz, R. F., & Fernandes Galduroz, J. C. (2014). Possible Cognitive Benefits of Acute Physical Exercise in Children With ADHD: A Systematic Review. Journal of Attention Disorders, 1-5.
    • Integrated Listening Systems. (2010). Playbook & User Guide. Aurora: Integrated Listening Systems, LLC.
    • Mitchell, C. R. ( 2013). A New SENSORY Self-Awareness: Practice Guide for School, Work, and Home. Kamuela: Wellness Through Movement.
    • Neiman, B. (2015). Mindfulness & Yoga Skills for Children and Adolescents: 115 Activities for Trauma, Self-Regulation, Special Needs & Anxiety . Eau Claire: PESI Publishing & Media.
    • Pothier, K., & Bherer, L. (2016). Physical Training. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Play
    • Harold, M. P. (2014, February 6). Play-Based Therapy: Theory and Methods. SpeechPathology.com .
    • Kaduson, H. G., & Schaefer, C. E. (2001). 101 More Favorite Play Therapy Techniques. Oxford: Rowan & Littlefield Publishers, Inc.
    • Kenney, L. (2016). 70 Play Activities for Better Thinking, Self-Regulation, Learning & Behavior. Eau Claire: PESI Publishing & Media.
    • Kestley, T. A. (2014). The Interpersonal Neurobiology of Play: Brain-Building Intervention for Emotional Well-Being. New York: W W Norton & Company.
    • Kulman, R. (2014). Playing Smarter in the Digital World: A Guide to Choosing and Using Popular Video Games and Apps to Improve Executive Functioning in Children and Teens. Plantation: Specialty Press Inc.
    • Landreth, G. L. (2012). Play Therapy: The Art of the Relationship. New York: Routledge.
    • Mellenthin, C. (2018). Play Therapy: Engaging & Powerful Techniques for the Treatment of Childhood Disorders. Eau Claire: PESI Publishing & Media.
    • Van Hollander, T. (2017, March 22). Sand Tray: A Powerful Play Therapy Tool for Trauma, Anxiety, Depression and More! PESI.
    • Watson, L. R. (2017, August 8). Enhancing Pretend Play Skills in Preschoolers with Autism Spectrum Disorder. ASHA.
  • Working Memory and Memory Strategy Training
    • Alloway, T. P., Robinson, T., & Frankenstein, A. N. (2016). Educational Application of Working-Memory Training. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
    • Baddeley, A. (1992). Working Memory. Science, 556-559.
    • Baddeley, A. D., & Logie, R. (1999). Working memory: The multiple component model. In A. Miyake, & P. Shah (Eds.), Models of Working Memory (pp. 28-61). New York: Cambridge University Press.
    • Benigas, J. E., Brush, J. A., & Elliot, G. M. (2016). Spaced Retrieval Step by Step: An Evidence-Based Memory Intervention. Baltimore: Health Professions Press, Inc.
    • Cusimano, A. (2012). Auditory Memory in Context Instructional Workbook:  For the Development of Attention, Listening, Processing and Recall of Sentences and Paragraphs.  Achieve Publications.
    • Dehn, M. J. (2008). Working Memory and Academic Learning: Assessment and Intervention. Hoboken: John Wiley & Sons, Inc.
    • Dehn, M. J. (2011). Helping Students Remember: Exercises and Strategies to Strengthen Memory. Hoboken: John Wiley & Sons, Inc.
    • Dehn, M. J. (2014). Supporting and Strengthening Working Memory in the Classroom to Enhance Executive Functioning. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
    • Gathercole, S. E., & Alloway, T. P. (2018, April 6). Understanding Working Memory: A Classroom Guide. Retrieved from MRC Cognition and Brain Sciences Unit: https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf
    • Gathercole, S. E., Lamont, E., & Alloway, T. P. (2006). Working Memory in the Classroom. In S. J. Pickering (Ed.), Working Memory and Education (pp. 219-240). Oxford: Elsevier.
    • Haskins, E. C., Cicerne, K., Dams-O'Connor, K., Eberle, R., Langenbahn, D., & Shapiro-Rosenbaum, A. (2014). Cognitive Rehabilitation Manual: Translating Evidence-Based Recommendations Into Practice. Reston: American Congress of Rehabilitation Medicine.
    • Henry, L. (2012). The Development of Working Memory in Children. London: Sage Publications Ltd.
    • Kaiser, K., Romero-Davis, K., Schott, D., & Yacono, C. (2008). CARDS: Cognition, Attention and Recall Drill Set-Attention. East Moline: LinguiSystems, Inc.
    • Mense, B., Debney, S., & Druce, T. (2006). ready, set, remember: short-term auditory memory activities. Camberwell: ACER Press.
    • Richards, R. G. (2003). The Source for Learning and Memory Strategies. East Moline: LinguiSystems.
    • Warren, E. (2014). Working Memory, Hemisphere Integration and Attention Building Activities for Optimal Learning. Putnam Valley: Erica Warren Publications.
    • Warren, E. (2014). Mindful Visualization for Education: Teaching Students How to Visualize and Use the Senses for Improved Reading, Writing, and Learning. Putnam Valley: Erica Warren Publications.
    • Wenger, E., & Shing, Y. L. (2016). Episodic Memory. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
    • Yacono, C., Schott, D., Romero-Davis, K., Kaiser, K., & Galajda, P. (2008). CARDS: Cognition, Attention and Recall Drill Set-Memory. East Moline: LinguiSystems, Inc.
    • Yakel, J. (2018, April 12). Cognitive Rehabilitation Therapy....Therapy...Therapy! Retrieved from PESI: pesi.com
General Programs
  • Dawson, P., & Guare, R. (2009). Smart but Scattered. New York: The Guilford Press.
  • Dawson, P., & Guare, R. (2010). Executive Skills in Children and Adolescents: A Practical Guide to Assessment and Intervention, Second Edition. New York: The Guilford Press.
  • Dawson, P., & Guare, R. (2016). The Smart but Scattered Guide to Success: How to Use Your Brain's Executive Skills to Keep Up, Stay Calm, and Get Organized at Work and at Home. New York: The Guilford Press.
  • Guare, R., Dawson, P., & Guare, C. (2013). Smart but Scattered Teens. New York: The Guilford Press.
  • Meltzer, L. (2010). Promoting Executive Function in the Classroom. New York: The Guilford Press.
  • Johnston-Tyler, J. (2014). The CEO of Self: An Executive Functioning Workbook. Clara: EvoLibri Consulting.
  • Kaufman, C. (2010). Executive Function in the Classroom: Practical Strategies for Improving Performance and Enhancing Skills for All Students. Baltimore: Paul H Brookes Publishing Co.
  • Kulman, R. (2012). Train Your Brain for Success: A Teenager's Guide to Executive Functions. Plantation: Specialty Press, Inc.
  • Schetter, P. (2004). Learning the R.O.P.E.S. for Improved Executive Function. Redding: ABTA Publications and Products.
  • Sirotowitz, S., Davis, L., & Parker, H.C. (2012). Study Strategies Plus:  Building Your Study Skills and Executive Functioning Skills for School Success.  Plantation:  Specialty Press, Inc.
  • Sklar, M. (2012).  Seeing My Time:  Visual Tools for Executive Functioning Success.  Portland:  Aguanga Publishing.
  • Sparrowhawk, K. (2016). Executive Function: Cognitive Fitness for Business. London: LID Publishing.
  • Tuckman, A. (2009). More Attention, Less Deficit: Success Strategies for Adults with ADHD. Plantation: Specialty Press, Inc.
  • Tuckman, A. (2012). Understand Your Brain, Get More Done: The ADHD Executive Functions Workbook. Plantation: Specialty Press, Inc.
  • Wilkins, S., & Burmeister, C. (2015). FLIPP The Switch: Strengthen Executive Function Skills. Shawnee Mission: AAPC Publishing
Impact of Stress on Executive Functions
  • Arnsten, A. F. (2010). Stress signalling pathways that impair prefrontal cortex structure and function. Nature Review Neuroscience, 410-422.
  • Arnsten, A. F., Raskind, M. A., Taylor, F. B., & Connor, D. F. (2015). The effects of stress exposure on prefrontal cortex: Translating basic research into successful treatments for post-traumatic stress disorder. Neurobiology of Stress, 89-99.
  • Devilbliss, D. M., Spencer, R. C., & Berridge, C. W. (2016). Stress Degrades Prefrontal Cortex Neuronal Coding of Goal-Directed Behavior. Cerebral Cortex, 1-14.
  • Finch, J. E., & Obradovic, J. (2018). Adversity and Stress: Implications for the Development of Executive Functions. In S. A. Wiebe, & J. Karbach (Eds.), Executive Function Development Across the Lifespan. New York: Routledge.
  • Girotti, M., Adler, S., Bulin, S., Fucich, E., Paredes, D., & Morilak, D. (2017). Prefrontal cortex executive processes affected by stress in health and disease. Progress in Neuropsychopharmacology & Biological Psychiatry.
  • Gunnar, M., & Quevedo, K. (2007). The Neurobiology of Stress and Development. Annual Review of Psychology, 145-173.
  • Hancock, G. M., & Hancock, P. A. (2014). Stress Reactivity. In R. C. Eklund, & G. Tenenbaum (Eds.), Encyclopedia of Sport and Exercise Psychology (pp. 722-724). Thousand Oaks: Sage Publishing.
  • Hanson, J. L., Nacewica, B. M., Sutterer, M. J., Cayo, A. A., Schaefer, S. M., Rudolph, K. D., . . . Davidson, R. J. (2015). Behavior Problems After Early Life Stress: Contributions of the Hippocampus and Amygdala. Biological Psychiatry, 314-323.
  • McEwen, B. S. (2007). Physiology and Neurobiology of Stress and Adaptation: Central Role of the Brain. Physiological Review, 873-904.
  • McEwen, B. S. (2017). Neurobiological and Systemic Effects of Chronic Stress. Chronic Stress, 1-11.
  • McEwen, B. S., Nasca, C., & Gray, J. D. (2016). Stress Effects on Neuronal Structure: Hippocampus, Amygdala, and Prefrontal Cortex. Neuropsychopharmacology, 3-23.
  • Negrón-Oyarzo, I., Aboitiz, F., & Fuentealba, P. (2016). Impaired Functional Connectivity in the Prefrontal Cortex: A Mechanism for Chronic Stress-Induced Neuropsychiatric Disorders. Neural Plasticity.
  • Picolo, L. d., Fumagalli de Salles, J., Falceto, O. G., Fernandes, C. L., & Grassi-Oliveira, R. (2016). Can reactivity to stress and family environment explain memory and executive function performance in early and middle childhood? Trends in Psychiatry and Psychotherapy, 80-89.
  • Sheth, C., McGlade, E., & Yurgelun-Todd, D. (2017). Chronic Stress in Adolescents and Its Neurobiological and Psychopathological Consequences: An RDoC Perspective. Chronic Stress, 1-22.
  • Shields, G. S., Sazma, M. A., & Yonelinas, A. P. (2016). The effects of acute stress on core executive functions: A meta-analysis and comparison with cortisol. Neuroscience and Biobehavioral Reviews, 651-668.
Other Articles, Books, and Trainings That Influence My Work
  • Azevedo, R., & Hadwin, A. F. (2005). Scaffolding Self-regulated Learning and Metacognition – Implications for the Design of Computer-based Scaffolds. Instructional Science, 367–379.
  • Barkley, R. A. (2012). Executive Functions: What They Are, How They Work, and Why They Evolved. New York: The Guilford Press.
  • Barkley, R. A. (2015, March 19). Executive Functioning and ADHD: Nature and Assessment. Poway , California, United States.
  • Belleville, S., Boller, B., & del Val, L. P. (2016). Cognitive Training in Mild Cognitive Impairment. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Cartwright, K. B. (2015). Executive Skills and Reading Comprehension: A Guide for Educators. New York: The Guilford Press.
  • Cozolino, L. (2014). The Neuroscience of Human Relationships. New York: W.W. Norton & Company.
  • Cozolino, L. (2016). Why Therapy Works: Using Our Minds to Change Our Brains. New York: W W Norton and Company.
  • Cristofori, I., & Grafman, J. (2018). Executive Functions after Traumatic Brain Injury. In E. Goldberg (Ed.), Executive Function in Health and Disease. San Diego: Academic Press.
  • Dawson, P., & Guare, R. (2014). Interventions to Promote Executive Development. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
  • Denes, G. (2016). Neural Plasticity Across the Lifespan: The the brain can change. New York: Routledge.
  • Dewar, B.-K., Kobelman, M., Kapur, N., & Wilson, B. A. (2015). Assistive Technology for memory. In B. O-Neill, & A. Gillespie (Eds.), Assistive Technology for Cognition: A handbook for clinicians and developers. New York: Psychology Press.
  • Diamond, A. (2012). Activities and Programs That Improve Children’s Executive Functions. Current Directions in Psychological Science, 335-341.
  • Diamond, A. (2013). Executive Functions. Annual Review of Psychology, 135-168.
  • Diamond, A. (2014). Want to Optimize Executive Functions and Academic Outcomes? Simple, Just Nourish the Human Spirit. In Minnesota Symposia on Child Psychology: Developing Cognitive Control Processes--Mechanisms, Implications, and Interventions (pp. 2015-2030). New York: Wiley.
  • Diamond, A. (2016). Why Improving and Assessing Executive Functions Early in Life is Critical . In Executive Function in Preschool-Age Children: Integrating Measurement, Neurodevelopment and Translational Research (pp. 11-43). Washington DC: American Psychological Association.
  • Diamond, A., & Ling, D. S. (2016). Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience, 34-48.
  • Diamond, A., & Lee, K. (2011). Interventions shown to Aid Executive Function Development in Children 4-12 Years Old. Science, 959-964.
  • DiPipi-Hoy, C., & Steere, D. (2016). Teaching Time Management to Learners with Autism Spectrum Disorder. Lenexa: AAPC Publishing.
  • Elbert, T., & Rockstroh, B. (2004). Reorganization of Human Cerebral Cortex: The Range of Changes following Use and Injury. The Neuroscientist, 10(2), 129-141.
  • Farias, A. C., Cordeiro, M. L., Felden, E. P., Bara, T. S., Benko, C. R., Coutinho, D., . . . McCracken, J. T. (2017). Attention–memory training yields behavioral and academic improvements in children diagnosed with attention-deficit hyperactivity disorder comorbid with a learning disorder. Neuropsychiatric Disease and Treatment, 1761–1769.
  • Forgan, J. W., & Richey, M. A. (2015). The Impulsive, Disorganized Child: Solutions for Parenting Kids with Executive Functioning Difficulties. Waco: Prufrock Press, Inc.
  • Fralick-Ball, S. (2012). Executive Dysfunction: Effective Strategies & Interventions for Children & Adolescents. Eau Claire: CMI Education.
  • Fuster, J. M. (2018). Prefrontal Executive Functions Predict and Preadapt. In E. Goldberg (Ed.), Executive Function in Health and Disease. San Diego: Academic Press.
  • Galvan, A. (2010). Neural Plasticity of Development and Learning. Human Brain Mapping, 879-890.
  • Guye, S., Rocke, C., Merillat, S., von Bastian, C. C., & Martin, M. (2016). Adult Lifespan. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Hickmott, P. W., & Ethell, I. M. (2006). Dendritic Plasticity in the Adult Neocortex. Neuroscientist, 16-28.
  • Hunter, S. J., Hinkle, C. D., & Edidin, J. P. (2012). The neurobiology of executive functions. In S. J. Hunter, & E. P. Sparrow (Eds.), Executive Function and Dysfunction: Identification, Assessment and Treatment. Cambridge: Cambridge University Press.
  • Jacoby, L. L. (1983). Perceptual enhancement: Persistent effect of an experience. Journal of Experimental Psychology: Learning, Memory, and Cognition, 930-940.
  • Jaeggi, S. M., Buschkuehl, M., Jonides, J., & Shah, P. (2011). Short- and long-term benefits of cognitive training. PNAS, 10081-10086.
  • Jamieson, M., & Evans, J. J. (2015). Assistive technology for executive functions. In B. O'Neill, & A. Gillespie (Eds.), Assistive Technology for Cognition: A handbook for clinicians and developers. New York: Psychology Press.
  • Jones, S. M., Bailey, R., Barnes, S. P., & Partee, A. (2016). Executive Function Mapping Project: Untangling the Terms and Skills Related to Executive Function and Self-Regulation in Early Childhood. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, US Department of Health and Human Service.
  • Karbach, J. (2015). Plasticity of executive functions in childhood and adolescence: effects of cognitive training interventions. Revista Argentina de Ciencias del Comportamiento, 64-70.
  • Karbach, J., & Kray, J. (2016). Executive Functions. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Kashdan, T. B., & Rottenberg, J. (2010). Psychological flexibility as a fundamental aspect of health. Clinical Psychology Review, 865-878
  • Katz, B., Jones, M. R., Shah, P., Buschkuehl, M., & Jaeggi, S. M. (2016). Individual Differences and Motivational Effects. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Keshavan, M. S., Vanogradov, S., Rumsey, J., Sherrill, J., & Wagner, A. (2014). Cognitive Training in Mental Disorders: Update and Future Directions. American Journal of Psychiatry, 510-522.
  • Kliegel, M., Hering, A., Ihle, A., & Zuber, S. (2018). Cognitive Training to Promote Exective Functions. In S. A. Wiebe, & J. Karvach (Eds.), Executive Function Development Across the Lifespan. New York: Routledge.
  • Kleim, J., & Jones, T. (2008). Principles of Experience-Dependent Neural Plasticity: Implications for Rehabilitation After Brain Damage. Journal of Speech, Language, and Hearing Research, 51, S225-S239.
  • Kolb, B., Mychasiuk, R., Muhammad, A., & Gibb, R. (2013). Brain Plasticity in the Developing Brain. In M. Merzenich, M. Nahum, & T. M. Van Vleet (Eds.), Changing Brains: Applying Brain Plasticity to Advance and Recover Human Ability. Oxford: Elsevier.
  • Koukkou, M., & Lehmann, D. (2006). Experience-dependent brain plasticity: A key concept for studying nonconscious decisions. International Congress Series, 1286, 45-52.
  • Kryza, K. (2014). Practical Strategies for Developing Executive Functioning Skills for ALL Learners in the Differentiated Classroom. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
  • Kurtz, M. M. (2016). Cognitive Remediation for Psychological Disorders: An Overview. In A. Medalia, & C. R. Bowie (Eds.), Cognitive Remediation to Improve Functional Outcomes. New York: Oxford University Press.
  • Kuzma, J. D. (2012 , August ). Facing the Frontal Lobe: Strategies to Support Executive Function Skills. Retrieved from Jill Kuzma: http://jillkuzma.wordpress.com
  • Livanis, A., Mertturk, A., Benvenuto, S., & Mulligan, C. A. (2014). Treatment Integrity in Interventions That Target the Executive Function. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
  • McCloskey, G. (2016). Improving Executive Functions. Eau Claire: PESI, Inc.
  • Meltzer, L. (2014). Teaching Executive Functioning Processes: Promoting Metacognition, Strategy Use, and Effort. In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
  • Merzenich, M. M., Nahum, M., & Van Vleet, T. M. (Éds.). (2013). Changing Brains: Applying Brain Plasticity to Advance and Recover Human Ability: 206 (Progress in Brain Research). Oxford: Elsevier.
  • Ostergren, J. A. (2018). Cognitive Rehabilitation Therapy for Traumatic Brain Injury: A Guide for Speech-Language Pathologists. San Diego: Plural Publishing.
  • Parrente', R., & Herrmann, D. (2010). Retraining Cognition: Techniques and Applications, Third Edition. Austin: pro-ed.
  • Peterson, E., & Welsh, M. C. (2014). The Development of Hot and Cool Executive Functions in Childhood and Adolescence: Are We Getting Warmer? . In S. Goldstein, & J. A. Naglieri (Eds.), Handbook of Executive Functioning. New York: Springer.
  • Porges, S. (2003). The Polyvagal Theory: phylogenetic contributions to social behavior. Physiology & Behavior, 503-513.
  • Porges, S. (2004). Neuroception: A Subconscious System for Detecting Threats and Safety. Zero to Three, 19-24.
  • Porges, S. (2007). The Polyvagal Perspective. Biological Psychology, 116-143.
  • Porges, S. (2008). The polyvagal theory: New insights into adaptive reactions of the autonomic nervous system. CLEVELAND CLINIC JOURNAL OF MEDICINE.
  • Porges, S. (2009). Reciprocal influences between body and brain in the perception and expression of affect: A polyvagal perspective. In D. Fosha, D. J. Siegel, & M. F. Solomon (Eds.), The healing power of emotion: Affective neuroscience, development, clinical practice. New York: Norton.
  • Porges, S. W. (2005). The Vagus: A Mediator of Behavioral and Physiologic Features Associated with Autism. In M. L. Bauman, & T. L. Kemper, The Neurobiology of Autism, Second Edition (pp. 65-78). Baltimore: The Johns Hopkins Press.
  • Porges, S. W. (2011). The Polyvagal Theory: Neurophysiological Foundations of Emotions Attachment Communication Self-Regulation. New York: WW Norton & Company.
  • Porges, S. W. (2016). Connectedness: A biological imperative [Webinar]. (M. Phillips, Interviewer) Retrieved from http://bestpracticesintherapy.com/silver-month-long-july/
  • Porges, S. W. (2017). The Pocket Guide to the Polyvagal Theory: The Transformative Power of Feeling Safe. New York: W.W. Norton & Company.
  • Porges, S. W. (2017). Vagal pathways: Portals to Compassion. In E. Seppala, E. Simon-Thomas, S. Brown, M. Worline, C. Cameron, & J. Doty (Eds.), Oxford Handbook of Compassion Science. New York: Oxford University Press.
  • Porges, S. W., & Lewis, G. F. (2010). The polyvagal hypothesis: common mechanisms mediating autonomic regulation, vocalizations and listening . In S. M. Brudzynski (Ed.), Handbook of Mammalian Vocalization: An Integrative Neuroscience Approach (p. Academic Press). San Diego: 255-264.
  • Rabipour, S., & Raz, A. (2012). Training the brain: Fact and fad in cognitive and behavioral remediation. Brain and Cognition, 159-179.
  • Raskin, S. A. (Ed.). (2011). Neuroplasticity and Rehabilitation. New York: The Guilford Press.
  • Rueda, M. R., Combita, L. M., & Pozuelos, J. P. (2016). Childhood and Adolescence. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Scherer, M. J. (2012). Assistive Technologies and Other Supports for People with Brain Impairment. New York: Springer Publishing Company.
  • Siegel, D. (2012). Pocket Guide to Interpersonal Neurobiology: An Integrative Handbook of the Mind. New York: W W Norton & Company Inc.
  • Siegel, D. J. (2001). Toward an Interpersonal Neurobiology of the Developing Mind: Attachment Relationships, "Mindsight," and Neural Integratioin. Infant Mental Health Journal, 67-94.
  • Siegel, D. J. (2010). The Mindful Therapist: A Clinician's Guide to Mindsight and Neural Integration. New York: W W Norton & Company.
  • Siegel, D. J. (2012). The Developing Mind: How Relationships and the Brain Interact to Shape Who We Are, Secon Edition. New York: The Guilford Press.
  • Sparrowhawk, K. (2016). Executive Function: Cognitive Fitness for Business. London: LID Publishing.
  • Strobach, T., & Schubert, T. (2016). Video Game Training and Effects on Executive Functions . In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Suchy, Y. (2016). EXECUTIVE FUNCTIONING A Comprehensive Guide for Clinical Practice. New York: Oxford University Press.
  • Sulla, N. (2018). Building Executive Function: The Missing Link to Student Achievement. New York: Routledge.
  • Surrey, J., & Jordan, J. V. (2012). The Wisdom of Connection. In Wisdom and Compassion in Psychotherapy: Deepening Mindfulness in Clinical Practice. New York: The Guilford Press.
  • Swaminathan, Swathi, & Schellenberg, E. G. (2016). Music Training. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Taatgen, N. A. (2016). Theoretical Models of Training and Transfer Effects. In T. Strobach, & J. Karbach (Eds.), Cognitive Training. New York: Springer.
  • Tracy, J. I., Hampstead, B. M., & Sathian, K. (Éds.). (2015). Cognitive Plasticity in Neurological Disorders. Oxford: Oxford University Press.
  • Treisman, K. (2017). A Therapeutic Treasure Box for Working with Children and Adolescents with Developmental Trauma: Creative Techniques and Activities (Therapeutic Treasures Collection). Philadelphia: Jessica Kingsley Publishers.
  • Vygotsky, L. (1978). Interaction between learning and development. In Mind and Society (pp. 79-91). Cambridge: Harvard University Press.
  • Wiebe, S. A., & Karbach, J. (2018). Development and Plasticity of Executive Function Across the Life Span. In S. A. Wiebe, & J. Karbach (Eds.), Executive Function Development Across the Lifespan. New York: Routledge.
  • Yeager, M., & Yeager, D. (2013). Executive Function & Child Development. New York: W. W. Norton & Company.
  • Zelazo, P. D., Blair, C. B., & Willoughby, M. T. (2016). Executive Function: Implications for Education. Washington, DC: National Center for Education Research, Institute of Education Sciences, U.S. Department of Education.
  • Zelazo, P. D., & Carlson, S. M. (2012). Hot and Cool Executive Function in Childhood and Adolescence: Development and Plasticity. Child Development Perspectives, 354-360.
  • Ziegler, D. A., Mishra, J., & Gazzaley, A. (2015). The Acute and Chronic Impact of Technology on our Brain. In L. D. Rosen, N. A. Cheever, & L. M. Carrier (Eds.), The Wiley Handbook of Psychology, Technology, and Society. Malden: John Wiley & Sons, Ltd.