Programs, Curriculum, and Other Approaches
*This is not an exhaustive list of programs that work on EF skills

Clark, G. F., Fioux, J. E., & Chandler, B. E. (Eds.). (2019). Best practices for occupational therapy in schools (Second edition). AOTA Press/The American Occupational Therapy Association. 

Diamond A. (2012). Activities and Programs That Improve Children's Executive Functions. Current Directions in Psychological Science, 21(5), 335–341. https://doi.org/10.1177/096372141245372

Gharebaghy, S., Rassafiani, M., & Cameron, D. (2015). Effect of cognitive intervention on children with ADHD. Physical & Occupational Therapy in Pediatrics, 35(1), 13–23. https://doi.org/10.3109/01942638.2014.957428

Kenworthy, L., Anthony, L. G., Alexander, K. C., Werner, M. A., Cannon, L., & Greenman, L. (2014). Solving executive function challenges: Simple ways to get kids with autism unstuck and on target. Paul H. Brookes Publishing Co.

Kuypers, L. (2011). The zones of regulation: A curriculum designed to foster self-regulation and emotional control. San Jose, CA: Think Social Publishing, Inc.

Madrigal, S. & Winner, M. G. (2008). Superflex: A superhero social thinking curriculum: a fun and motivating way to explore social thinking behavior. Think Social Publishing, Inc.

Meltzer, L. (Ed.). (2007). Executive function in education: From theory to practice. The Guilford Press.

Myles, B. S., Trautman, M., & Schelvan, R. (2004). Asperger Syndrome and the hidden curriculum: Practical solutions for understanding unwritten rules. Shawnee Mission, KS: Autism Asperger Publishing Company.

Nash, K., Stevens, S., Greenbaum, R., Weiner, J., Koren, G., & Rovet, J. (2015). Improving executive functioning in children with fetal alcohol spectrum disorders. Child Neuropsychology, 21(2), 191–209.https://doi.org/10.1080/09297049.2014.889110

O’Brien, J., & Kuhaneck, H. (2019). Case-smith’s occupational therapy for children and adolescents (8th ed.). Elsevier.

Otero, T. M., Barker, L. A., & Naglieri, J. A. (2014). Executive function treatment and intervention in schools. Applied Neuropsychology: Child, 3(3), 205–214. https://doi.org/10.1080/21622965.2014.897903

Polatajko, H., & Mandich, A. (2004). Enabling occupation in children: The cognitive orientation to daily occupational performance (co-op) approach. Ottawa, ON: COAT Publications ACE.

Riggs, N. R., Greenberg, M. T., Kusché, C. A., & Pentz, M. A. (2006). The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: effects of the PATHS Curriculum. Prevention Science :The Official Journal of the Society for Prevention Research, 7(1), 91–102. https://doi.org/10.1007/s11121-005-0022-1

Soclof, A., & Christie, L., (2020). Executive Functioning: Teaching Children Organizational Skills [Online course]. Professional Development Resources. 

Ward, S., & Jacobsen, K. (2014). A clinical model for developing executive function skills. Perspectives on Language Learning and Education, 21(2), 72–84. https://doi.org/10.1044/lle21.2.72

Williams, M. S., & Shellenberger, S. (1996). How does your engine run?: A leader's guide to the alert program for self-regulation. TherapyWorks, Inc..