Jove
Visualize
Contact Us
JoVE
x logofacebook logolinkedin logoyoutube logo
ABOUT JoVE
OverviewLeadershipBlogJoVE Help Center
AUTHORS
Publishing ProcessEditorial BoardScope & PoliciesPeer ReviewFAQSubmit
LIBRARIANS
TestimonialsSubscriptionsAccessResourcesLibrary Advisory BoardFAQ
RESEARCH
JoVE JournalMethods CollectionsJoVE Encyclopedia of ExperimentsArchive
EDUCATION
JoVE CoreJoVE BusinessJoVE Science EducationJoVE Lab ManualFaculty Resource CenterFaculty Site
Terms & Conditions of Use
Privacy Policy
Policies

Related Concept Videos

Information Processing Approach01:30

Information Processing Approach

34
The information-processing theory of cognitive development centers on fundamental mental processes, including attention, memory, and problem-solving skills. Researchers in this field examine how cognitive abilities, such as working memory, evolve and influence children's overall development. Studies indicate that children with stronger working memory tend to excel in reading comprehension, math, and problem-solving compared to peers with less efficient memory skills. Low working memory is...
34
Attention-Deficit/Hyperactivity Disorder01:30

Attention-Deficit/Hyperactivity Disorder

56
Attention-deficit/hyperactivity disorder (ADHD) is a neurodevelopmental disorder characterized by persistent inattention, hyperactivity, and impulsivity. It affects approximately 5-8% of children globally, with around 60-70% of cases persisting into adulthood. ADHD has significant implications for educational attainment, social interactions, and occupational success.
Diagnostic Criteria and Symptoms
To diagnose ADHD, symptoms must manifest before age 12 and be evident across multiple settings....
56
Working Memory01:24

Working Memory

157
Working memory refers to a combination of components, including short-term memory and attention, that allow an individual to hold information temporarily as we perform cognitive tasks. It is an essential cognitive function that enables the execution of complex tasks such as problem-solving, comprehension, and reasoning. Unlike short-term memory, which simply involves the storage of information for a brief period, working memory involves the active manipulation and processing of this...
157

You might also read

Related Articles

Articles linked to this work by shared authors, journal, and citation graph.

Sort by
Same author

Does Short-Term Memory Moderate the Relation Between Attention-Deficit/Hyperactivity Disorder Symptom Dimensions and Anger Regulation in Children with Attention-Deficit/Hyperactivity Disorder?

Journal of child and adolescent psychopharmacology·2026
Same author

Naming speed in children with and without cognitive disengagement syndrome and associations with reading comprehension.

Child neuropsychology : a journal on normal and abnormal development in childhood and adolescence·2026
Same author

Multi-informant Examination of Cognitive Disengagement Syndrome in Relation to Sleep and Circadian Preference in Early Adolescents.

Child psychiatry and human development·2026
Same author

Enhancing competencies in neurorehabilitation by integrating Evidence-based intervention delivery into psychology training: A clinical example.

Applied neuropsychology. Child·2026
Same author

Neonatal brain abnormalities predict preschool executive functioning performance in children born very preterm.

Developmental psychology·2026
Same author

Cognitive Disengagement Syndrome Symptoms and ADHD Dimensions in Relation To Children's Daily Life Executive Functioning Deficits.

Research on child and adolescent psychopathology·2026

Related Experiment Video

Updated: Jun 27, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.7K

Improving academic performance through a school-based intervention targeting academic executive functions - a pilot

Leanne Tamm1,2, Sydney M Risley3, Elizabeth Hamik1

  • 1Department of Pediatrics, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, Cincinnati, OH, USA.

International Journal of Developmental Disabilities
|May 3, 2024
PubMed
Summary
This summary is machine-generated.

Middle schoolers with autism spectrum disorder (ASD) showed improved academic executive functioning (EF) and behaviors with the AIMS intervention. The study highlights the feasibility and satisfaction of this school-based program for students with ASD.

Keywords:
academic performanceexecutive function traininghomeworkschool-based interventionstudy skills

More Related Videos

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
13:09

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Published on: April 1, 2018

10.3K
Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

4.7K

Related Experiment Videos

Last Updated: Jun 27, 2025

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients
05:48

The Adventures of Fundi Intervention Based on the Cognitive and Emotional Processing in Attention Deficit Hyperactive Disorder Patients

Published on: June 12, 2020

5.7K
Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol
13:09

Using Brain Activation nir-HEG/Q-EEG and Execution Measures CPTs in a ADHD Assessment Protocol

Published on: April 1, 2018

10.3K
Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment
07:01

Working Memory Training for Older Participants: A Control Group Training Regimen and Initial Intellectual Functioning Assessment

Published on: September 20, 2020

4.7K

Area of Science:

  • Neurodevelopmental Disorders
  • Educational Psychology
  • Behavioral Interventions

Background:

  • Students with autism spectrum disorder (ASD) without intellectual disability often face academic challenges.
  • These difficulties stem from deficits in executive functioning (EF), including organization, planning, and study skills.
  • Inefficient studying, lost assignments, and misplaced materials are common issues for this population.

Purpose of the Study:

  • To evaluate the feasibility and satisfaction of a school-based intervention called Achieving Independence and Mastery in School (AIMS).
  • To assess the initial efficacy of the AIMS intervention in a proof-of-concept trial.
  • To determine if the AIMS intervention can improve academic executive functioning in students with ASD.

Main Methods:

  • A proof-of-concept trial involving 6 middle-school students with ASD without intellectual disability.
  • The Achieving Independence and Mastery in School (AIMS) intervention was implemented in a school setting.
  • Parents and teachers rated students' academic executive functioning and overall functioning before and after the intervention.

Main Results:

  • The AIMS intervention demonstrated high feasibility and satisfaction among participating students.
  • Parent and teacher reports indicated improvements in academic executive functioning skills.
  • Observed improvements were also noted in students' academic behaviors.

Conclusions:

  • The school-based AIMS intervention shows promise for improving academic executive functioning in students with ASD.
  • Results suggest that academic EF skills are malleable and can be enhanced through targeted interventions.
  • Further research and intervention development are warranted based on these positive findings.