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Every practice in the library, in one list. Narrow it by how long you have, who it is written for, and where you are right now.
Parents with one affected child often ask what they might do differently before the next one. Answer honestly: there are lists of suggestions in circulation, the evidence behind most of them is thin, and the question underneath is usually about blame.
Take the question seriously and take the guilt seriously alongside it. Give what is genuinely known, say plainly where recommendations run ahead of…
Keep the tasks short, a couple of minutes each, with results back the same day. A long test given to a child who cannot sustain attention measures how long they can last, not the thing you were trying to measure.
Brevity is not a convenience you are allowing yourself. It is what keeps the data honest, and it keeps the child willing for whatever you ask next.…
Choose the subtests that answer the question you were actually asked, and read whatever reports the family already has before adding anything of your own. Children arrive with thick folders, and they also arrive with nothing at all.
Where occupational therapy, speech and language or neuropsychology have already covered ground, do not cover it again for the sake of a complete…
When you explain executive function to parents and teachers, four words will do: attention, reasoning, speed, memory. Each one can be worked on, and four is a number people can still repeat at the school gate a week later.
The academic models have a dozen headings and nobody outside the field retains them. A short list gives parents something to hang observations on, so…
Looking for a whole subject rather than a single practice? Start from the nine areas.