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Executive Functioning in Children and Adolescents with Disabilities Amy L. Sussman (amy.sussman@ed.gov) Institute of Education Sciences, U.S. Department of Education 555 New Jersey Avenue, NW Washington, DC 20208 USA Priti Shah (priti@umich.edu) Martin Buschkuehl Susanne M. Jaeggi John Jonides Department of Psychology, 530 Church Street, University of Michigan Ann Arbor, MI 48109 USA Lisa Daunhauer 1 (Lisa.Daunhauer@colostate.edu) Deborah Fidler 2 Department of Occupational Therapy 1 Department of Human Development and Family Studies 2 Colorado State University 410 W. Pitkin Street Fort Collins, CO 80523 Janine P. Stichter (Stichterj@missouri.edu) Melissa J. Herzog Karen V. O’Connor Kristin Lierheimer Jaime Kerpash Jaclyn Benigno Department of Special Education, 303 Townsend Hall, University of Missouri Columbia, MO 65203 Frances A. Conners (fconners@as.ua.edu) Department of Psychology, 345 Hackberry Lane, University of Alabama Tuscaloosa, AL 35487 Keywords: Executive function; working memory; transfer; education; social cognition; disabilities; attention deficit hyperactivity disorder; autism; Down syndrome. Recent research has demonstrated the importance of executive functioning – a set of cognitive abilities necessary for regulation and control of goal-directed behavior – to academic skills in typically developing children. Executive functioning may be of particular consequence for students with disabilities who may already be at risk for academic and learning problems. One domain of executive functioning, working memory, may be especially crucial for academic performance. This symposium will present research that takes knowledge of cognitive science to the realm of educating children with disabilities. The projects include both the exploration of executive functioning skills and the development of strategies aimed at improving executive functioning in children with disabilities. They bring together researchers with various backgrounds (e.g., cognitive psychology, educational psychology, special education, neuroscience) and cut across different types of psychological and cognitive disabilities with impairments in executive functioning skills. Amy Sussman, Program Officer for the Cognition and Student Learning in Special Education program at the Institute of Education Sciences, will moderate this panel and facilitate discussion throughout the symposium. Working Memory Training in Typically Developing Children and Children with Attention Deficit Hyperactivity Disorder: Evidence for Plasticity in Executive Control Processes The overarching goal of this research is to evaluate the extent to which working memory can be trained in a manner transferable to tasks that tap working memory. We (Shah, Buschkuehl, Jaeggi, & Jonides) trained typically developing children as well as children with Attention Deficit
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