Article2014

Executive Function Treatment and Intervention in Schools

Tulio M. Otero · Lauren A. Barker · Jack A. Naglieri

75 citations0/0 files storedApplied Neuropsychology Child

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Developmental and Educational Neuropsychology Attention Deficit Hyperactivity Disorder Neural and Behavioral Psychology Studies

Abstract

This selective review article examines treatment and intervention strategies for executive function (EF) deficits within the school environment. We begin by providing a broad definition of EF. We then examine the scope of EF deficits within the school setting and identify profiles of special populations of students who present with such deficits. A focus is placed on the developmental trajectory that both EF and the frontal lobes follow and how this drives the selection and effectiveness of treatments and interventions at particular "critical periods" throughout a child's academic career. Direct and indirect school-based diagnostic assessment methods to identify EF deficits in students will be briefly reviewed. Against that background, various treatment methods and intervention strategies to remediate both cognitive and affective EF deficits within the confines of the school setting will be presented. Individual and group intervention strategies will be presented as will their current acceptance within the scientific community and applicability to the educational arena. The importance of incorporating school-based neuropsychological assessment methods that aid in the differential diagnosis of academic and behavioral difficulties directly related to EF will also be discussed, as the accurate identification of these impairments is necessary to facilitate data-based decision making when selecting the most appropriate interventions following a developmental model in educational settings. Topics addressing EF treatment modalities and research-based interventions for clinical and school-based practitioners to consider within educational settings will also be presented as suggestions for future research with pediatric populations.

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References

2004Mindfulness: A Proposed Operational Definition 2003Alterations in Brain and Immune Function Produced by Mindfulness Meditation 2011Interventions Shown to Aid Executive Function Development in Children 4 to 12 Years Old 2007Preschool Program Improves Cognitive Control 2012Is working memory training effective? A meta-analytic review.2010Mindfulness meditation improves cognition: Evidence of brief mental training 2009Investigating the predictive roles of working memory and IQ in academic attainment 2001How are visuospatial working memory, executive functioning, and spatial abilities related? A latent-variable analysis.

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