Executive Skills in Children and Adolescents is an indispensable guidebook that continues to shape the landscape of educational psychology and school-based interventions. Authored by renowned experts Peg Dawson and Richard Guare, this third edition builds upon decades of groundbreaking research in neuropsychology and child development. As part of The Guilford Practical Intervention in the Schools Series, it remains a trusted resource for teachers, school psychologists, counselors, and clinicians who work with students struggling with executive functioning challenges.
With over 100,000 educators and practitioners having benefited from its earlier editions, this updated and expanded version provides an even deeper and more practical framework for assessing and improving executive skills—those essential cognitive processes that govern planning, organization, self-regulation, time management, and goal-directed behavior. The authors expertly bridge theory and application, helping educators move from understanding executive function deficits to implementing tailored strategies that foster student success in academic and social settings.
The third edition introduces six new chapters, each offering valuable insights into contemporary challenges faced by schools. Notably, it includes specialized guidance for developing Individualized Education Programs (IEPs), 504 Plans, and implementing Multi-Tiered Systems of Support (MTSS)—frameworks that ensure all students, regardless of ability, receive the structured assistance they need to thrive. The new chapters on working with students with ADHD and Autism Spectrum Disorder (ASD) reflect the authors’ commitment to inclusivity and provide concrete strategies to address the unique needs of neurodiverse learners.
Dawson and Guare’s writing stands out for its clarity, empathy, and deep understanding of the realities of classroom practice. They present step-by-step approaches for evaluating students’ strengths and weaknesses, designing effective interventions, and creating supportive environments that encourage growth and autonomy. Each concept is reinforced with vivid examples, sample scripts, reproducible tools, and forms—38 in total—allowing educators to put theory directly into practice. The book’s large-format layout and online companion webpage make it exceptionally user-friendly and accessible.
A major highlight of this edition is its student-centered approach. The authors emphasize the importance of involving children and adolescents in their own intervention planning, encouraging ownership, self-awareness, and motivation. This participatory model not only improves intervention outcomes but also builds confidence and long-term self-management skills in students.
Additionally, the book features guest-authored chapters that showcase exemplary schoolwide applications of executive skills interventions, providing real-world examples of success. These contributions demonstrate how schools can systematically integrate executive function support into their culture, curriculum, and teaching practices.
Overall, Executive Skills in Children and Adolescents serves as both a scientific reference and a hands-on manual. Its combination of evidence-based theory, user-friendly tools, and actionable strategies makes it a cornerstone resource in educational psychology and special education. Whether used by new teachers, veteran educators, or clinicians seeking to refine their interventions, this book equips readers with the insight and confidence to help students build the executive skills necessary for academic achievement and lifelong success.
For readers interested in expanding their understanding of executive functioning, Dawson and Guare also co-authored complementary titles such as Coaching Students with Executive Skills Challenges (Second Edition), The Work-Smart Academic Planner (Revised Edition), and for parents, the widely acclaimed Smart but Scattered and Smart but Scattered Teens.
Author: Peg Dawson, EdD, and Richard Guare, PhD
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