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Executive function treatment and intervention in schools.

Tulio M Otero1, Lauren A Barker, Jack A Naglieri

  • 1a Clinical Psy.D. and School Psychology Programs, Chicago School of Professional Psychology , Chicago , Illinois.

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Summary
This summary is machine-generated.

This review explores executive function (EF) interventions in schools, highlighting developmental stages and assessment methods for targeted support. Effective strategies address cognitive and affective EF deficits for improved student outcomes.

Keywords:
developmenteducationexecutive functioninterventionschoolstreatment

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Area of Science:

  • Educational Psychology
  • Neuropsychology
  • Developmental Psychology

Background:

  • Executive functions (EF) are crucial for academic success and are frequently impaired in students.
  • Understanding the developmental trajectory of EF and frontal lobe development is key to effective intervention.
  • Identifying specific student populations with EF deficits is essential for tailored support.

Purpose of the Study:

  • To review treatment and intervention strategies for executive function deficits in the school environment.
  • To examine the scope and impact of EF deficits on students.
  • To discuss the role of developmental timing in EF interventions.

Main Methods:

  • Selective review of existing literature on EF interventions in schools.
  • Analysis of developmental trajectories of EF and frontal lobe maturation.
  • Discussion of diagnostic assessment methods for EF deficits.
  • Presentation of various cognitive and affective EF remediation strategies.

Main Results:

  • Various school-based interventions can address cognitive and affective executive function deficits.
  • Individual and group strategies show varying acceptance and applicability in educational settings.
  • Neuropsychological assessment aids in differential diagnosis and data-driven intervention selection.

Conclusions:

  • Accurate identification of EF deficits is critical for effective, data-based intervention planning.
  • A developmental model is essential for selecting appropriate interventions in educational settings.
  • Further research into EF treatment modalities for pediatric populations is needed.