These packs of student workbooks are part of Unstuck and On Target! Ages 11-15, an executive function curriculum that supports flexibility, planning, and organization in middle school students. Ideal for schools and districts that prefer to purchase student workbooks instead of printing out the digital files that come with the manual, these workbooks are sold in convenient packs of five. Each workbook is 64 pages and contains student worksheets for all the lessons in the curriculum.
Learn more about Unstuck and On Target! This proven, highly effective curriculum consists of small-group lessons specially designed to help middle school students develop the strong executive function skills they need to set and reach goals, collaborate with peers, engage in efficient planning and organization, and lay the groundwork for a bright future. Explore the curriculum here.
John F. Strang, PsyD, is a neuropsychologist and the Director of the Gender and Autism Program at Children's National Hospital in Washington, DC. Dr. Strang completed his bachelor and master's degrees in music at the University of Michigan and his doctoral degree in clinical psychology at George Washington University. His research focuses on adolescent development, including the impact of executive functioning differences on a young person's ability to effectively advocate for their needs. Dr. Strang is an expert in autism and gender, including the common intersection of autism and gender diversity. Community-based participatory research methods, partnering with autistic community members to drive research priorities, is a focus of Dr. Strang's work. Dr. Strang identifies as neurodivergent and celebrates that multiple members of his family are on the autism spectrum.
Lauren Kenworthy, Ph.D., is Professor of Neurology, Pediatrics, and Psychiatry at the George Washington University School of Medicine, Associate Chief of the Neuropsychology Division and Director of the Center for Autism Spectrum Disorders at Children's National Health System. Dr. Kenworthy received her bachelor of arts degree from Yale University and her doctoral degree from the University of Maryland. Her research interests are in describing, supporting and treating neuropsychological phenotypes in autism. She is the author of more than 85 peer-reviewed publications, three treatment manuals, and a coauthor of the Behavior Rating Inventory of Executive Function. She has participated in more than 25 funded research projects related to executive function, treatment evaluation and child development.
Lynn Cannon, M.Ed., is a Social Learning Specialist at The Ivymount School and The Maddux School. Ms. Cannon received her master's degree in special education from the University of Virginia. For more than 15 years, she has worked as an educator, administrator, and program director, serving students with neurodevelopmental disabilities. Ms. Cannon is also a coauthor of Solving Executive Function Challenges: Simple Ways to Get Kids with Autism Unstuck and on Target (Paul H. Brookes Publishing Co., 2014), a resource guide for teachers and parents, The Conversation Club (Autism Asperger Publishing Company, 2018), an instructional manual for teaching conversation skills to students with neurodevelopmental disabilities and IvySCIP, an assessment, individualized education program development tool, and curricular resource for children with neurodevelopmental disabilities. Her research and teaching interests are in developing interventions and support materials for students with neurodevelopmental disabilities, therapists, educators, and their families.
Katie C. Alexander, OTD, OTR/L, is an Occupational Therapist, a Clinician-Researcher, and Founder of The Occupational Therapy Institute, an organization dedicated to innovation and high-quality, evidence-based practices. Dr. Alexander received her bachelor of science and postprofessional graduate degrees from the University of Kansas Medical Center. For almost two decades, she has specialized in community and school-based intervention for individuals with neurodevelopmental disabilities and served as the founding program director for the Model Asperger Program at The Ivymount School. Her research and clinical interests are in developing interventions and supports that improve the daily lives of individuals with neurodevelopmental disabilities and their families. Through her work as an author and national presenter, Dr. Alexander remains committed to enhancing evidence-based and collaborative practices across professional disciplines.
Cara E. Pugliese, Ph.D., is an Assistant Professor of Psychiatry, Behavioral Sciences, and Pediatrics at the George Washington University Medical School, and clinical psychologist at the Center for Autism Spectrum Disorders at Children's National Hospital. Dr. Pugliese received her bachelor of arts degree from the University of Richmond and her doctoral degree from Virginia Polytechnic Institute and State University. Dr. Pugliese specializes in the assessment and treatment of children and adolescents with autism spectrum disorders (ASD), with an emphasis on transition to adulthood. Her research interests include the development, evaluation, implementation, and dissemination of evidence-based interventions into community settings to reduce disparities in access to care and improve quality of life for autistic individuals. In this context, she values community-based participatory research methods and stakeholder partnerships to ensure that interventions are relevant, strengths-based, and engaging. Dr. Pugliese has authored or co-authored more than 20 publications and received or participated in 10 externally funded research grants.
Laura Gutermuth Anthony, Ph.D., is a psychologist and a Professor in the Division of Child and Adolescent Psychiatry, Department of Psychiatry, University of Colorado School of Medicine, and Children's Hospital of Colorado. Dr. Anthony completed a dual degree doctoral program in clinical and developmental psychology at the University of Illinois, Chicago, in 1997. She has focused most of her research and clinical work on children with neurodevelopmental disabilities and authored o coauthored more than 75 publications. She has also received or participated in 32 externally funded research grants. She has specialized training and research experience using Community Based Participatory Research (CBPR) methods and partnerships to develop interventions, contextualize and disseminate results and implement findings in the community. In 2021, she was appointed the inaugural Director of Research for Child and Adolescent Mental Health at the University of Colorado.
