Examining the Correspondence Between a Direct and an Indirect Measure of Executive Functions: Implications for School-Based Assessment

2014 ◽  
Author(s):  
Jake Follmer ◽  
Candice R. Stefanou
Keyword(s):  
Executive Functions ◽  
Indirect Measure ◽  
School Based

The Impact of Executive Functions on the Written Language Process: Some Evidence From Children With Writing Disabilities

2015 ◽  
Vol 25 (1) ◽  
pp. 24-37 ◽  
Author(s):  
Anastasia Alevriadou ◽  
Stergiani Giaouri
Keyword(s):  
Executive Functions ◽  
Predictive Power ◽  
Educational Interventions ◽  
Written Language ◽  
Writing Difficulties ◽  
School Based ◽  
Writing Disabilities ◽  
The Impact ◽  
5Th Grade ◽  
Pearson Correlations

Written language is a difficult endeavour as the demands of transcription require self-regulatory skills from a motor, cognitive and attention perspective. The purpose of the present study was to investigate the relation between the Test of Writing Difficulties (Porpodas et al., 2007) and the Test of Detection and Investigation of Executive Functions (Simos et al., 2007) in a sample of 50 Greek-speaking, 5th-grade students with writing disabilities. The results of our study indicated that there were significant Pearson correlations ranging from .35 to .44 between executive functions and written expression. Furthermore, regression analysis showed that the subscales of the Test of Executive Functions had significant predictive power for spelling correctness and correction of jumbled sentences. Further implications of these findings for a school-based neuropsychological evaluation and planning of individualised educational interventions are discussed.

Parents matter: Parent acceptance of school‐based executive functions interventions relates to improved child outcomes

2022 ◽  
Author(s):  
Leah B. Rothschild ◽  
Allison B. Ratto ◽  
Lauren Kenworthy ◽  
Kristina K. Hardy ◽  
Alyssa Verbalis ◽  
...  
Keyword(s):  
Executive Functions ◽  
Child Outcomes ◽  
School Based

scholarly journals The Effects of School-based Physical Exercise With Different Cognitive Loads on Executive Functions

2020 ◽  
Vol 12 (1) ◽  
pp. 179-188
Author(s):  
Shohre Mardasangi Dulabi ◽  
◽  
Mohammadreza Ghasemian ◽  
Mohammadali Aslankhani ◽  
◽  
...  
Keyword(s):  
Physical Exercise ◽  
Executive Functions ◽  
Performance Test ◽  
Continuous Performance Test ◽  
Exercise Group ◽  
Control Group ◽  
Beneficial Effects ◽  
School Based ◽  
Cognitive Exercise ◽  
And Control

Introduction: The present study aimed to compare the effects of 3 school-based physical exercises with different levels of cognitive engagement on executive functions. Materials and Methods: In total, 47 students aged 13-14 years were randomly divided into 3 groups, as follows: the Integrated Physical and Cognitive (IPC) exercise, peer physical exercise group (with the same physical challenge), and control group (the routine physical education program). A Continuous Performance Test (CPT), the N-back test, and the Stroop test were used to evaluate executive functions in pretest and posttest. Results: The obtained results indicated that the IPC group significantly improved more than the other groups on the executive functions. Accordingly, physical exercise with a higher cognitive load benefitted both speed and accuracy on cognitive tasks significantly more than the same physical activity alone. Conclusion: Therefore, in the integrated physical and cognitive exercise, the cognitive and physiological effects of this training style interact with each other; therefore, their beneficial effects can be gradually increased, while interventions that only focus on the physical dimension would be less effective in promoting cognitive functions.

The Psychoeducational Evaluation

2017 ◽  
Author(s):  
Carleen Franz ◽  
Lee Ascherman ◽  
Julia Shaftel
Keyword(s):  
Social Skills ◽  
Executive Functions ◽  
Standardized Tests ◽  
Rating Scales ◽  
Evaluation Process ◽  
Multiple Sources ◽  
Entire Process ◽  
Multiple Viewpoints ◽  
School Based ◽  
Independent Evaluation

This chapter describes the content and procedures of a comprehensive psychoeducational evaluation. Components include the referral question, review of records, history, observation, and assessment. Rating scales, standardized tests, and interviews make up the assessment portion of the evaluation process. The entire process must use multiple measures and assess multiple viewpoints and settings. Cognitive, academic, behavioral, social skills, and executive functions may be included in the assessment. A thorough integration of the findings from multiple sources must be accomplished to reach meaningful diagnostic conclusions and determine relevant recommendations. IDEA requirements for school-based evaluation processes are explained and contrasted with independent evaluation methods.

scholarly journals Mindfulness and Executive Functions: Making the Case for Elementary School Practice

2020 ◽  
Vol 10 (1) ◽  
pp. 544-553 ◽  
Author(s):  
Anne Ritter ◽  
Isabel Alvarez
Keyword(s):  
Elementary School ◽  
Executive Functions ◽  
Elementary School Students ◽  
Intervention Program ◽  
Fifth Grade ◽  
School Students ◽  
School Based ◽  
Student Questionnaire ◽  
School Mindfulness ◽  
The Mind

This study explores the use of mindfulness school-based intervention program in an elementary school. Mindfulness training is an accepted and effective didactic approach to improve the executive functions (EFs) of elementary school students. This study aimed to evaluate the effects of the Mind Yeti program on the executive functions of elementary school students. A diverse sample of third, fourth, and fifth grade elementary school students (n = 177) participated in their natural classroom setting, with six sessions per week for six weeks. Students self-reported their EFs on the Executive Function Student Questionnaire (EFSQ) pre- and posttest. Paired-sample t-tests indicated that students significantly improved on the three of the six EFs examined. Additionally, students in fifth grade responded better to Mind Yeti than students in third grade. Results were consistent with the hypothesis, suggesting that Mind Yeti is an appropriate and effective intervention for improving the EFs of students.

Improving Speech and Language Services through Effective Time Management

1983 ◽  
Vol 14 (2) ◽  
pp. 86-91 ◽  
Author(s):  
Barbara W. Travers
Keyword(s):  
Time Management ◽  
Management Strategies ◽  
Federal State ◽  
Speech Language Pathologist ◽  
School Based ◽  
Work Area ◽  
Paper Work ◽  
Areas Of Concern ◽  
State And Local ◽  
Therapeutic Services

This paper presents strategies for increasing the effectiveness and efficiency of the school-based speech-language pathologist. Various time management strategies are adapted and outlined for three major areas of concern: using time, organizing the work area, and managing paper work. It is suggested that the use of such methods will aid the speech-language pathologist in coping with federal, state, and local regulations while continuing to provide quality therapeutic services.

Speech-Language Pathologists' Perceptions of School-Based Services for Children With Hearing Loss

2020 ◽  
Vol 51 (2) ◽  
pp. 469-478
Author(s):  
Sarah Allen ◽  
Robert Mayo
Keyword(s):  
Hearing Loss ◽  
Online Survey ◽  
Working Relationships ◽  
Speech Language Pathologists ◽  
School Aged Children ◽  
School Based ◽  
Significant Difference ◽  
Positive Feelings ◽  
Children With Hearing Loss ◽  
Perceptions Of School

Purpose School-aged children with hearing loss are best served by a multidisciplinary team of professionals. The purpose of this research was to assess school-based speech-language pathologists' (SLPs) perceptions of their access to, involvement of, and working relationships with educational audiologists in their current work setting. Method An online survey was developed and distributed to school-based SLPs in North Carolina. Results A significant difference in access to and involvement of educational audiologists across the state was found. Conclusions This research contributes to professional knowledge by providing information about current perceptions in the field about interprofessional practice in a school-based setting. Overall, SLPs reported positive feelings about their working relationship with educational audiologists and feel the workload is distributed fairly.

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