ABSTRACT
Behaving in the Classroom ............................................................................................ 824 25.3.1 The Interrelationship of Language, Executive Functioning,
and Self-Regulation for a Child with Cognitive-Communicative Problems ............................................................................................................. 824
25.3.2 Challenges to Language, Executive Functioning, and Self-Regulation for a Child with Cognitive-Communicative Problems ............................... 825
25.3.3 The Case of John (continued) ........................................................................... 827 25.4 Treatment of Cognitive-Communicative Strengths and Needs:
An Integrative Approach for School ............................................................................. 827 25.4.1 Identifying Student Needs ............................................................................... 828 25.4.2 Strategies for Addressing Underlying Cognitive Processes ....................... 828
25.4.2.1 Attention/Concentration ................................................................ 829 25.4.2.2 Memory ............................................................................................. 829 25.4.2.3 Organization ..................................................................................... 829 25.4.2.4 Decreased Speed of Processing .....................................................830 25.4.2.5 Problem Solving ...............................................................................830
