Prenatal Risk Predicts Preschooler Executive Function: A Cascade Model

Marie Camerota; Michael T. Willoughby

doi:10.1111/cdev.13271

Preschool executive function and adult outcomes: A developmental cascade model.

Developmental Psychology ◽

10.1037/dev0001270 ◽

2021 ◽

Vol 57 (12) ◽

pp. 2234-2249

Author(s):

Sammy F. Ahmed ◽

Megan Kuhfeld ◽

Tyler W. Watts ◽

Pamela E. Davis-Kean ◽

Deborah Lowe Vandell

Keyword(s):

Executive Function ◽

Cascade Model ◽

Adult Outcomes

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Processing speed, executive function, and academic achievement in children with dextro-transposition of the great arteries: Testing a longitudinal developmental cascade model.

Neuropsychology ◽

10.1037/neu0000289 ◽

2016 ◽

Vol 30 (7) ◽

pp. 874-885 ◽

Cited By ~ 16

Author(s):

Adam R. Cassidy ◽

Matthew T. White ◽

David R. DeMaso ◽

Jane W. Newburger ◽

David C. Bellinger

Keyword(s):

Academic Achievement ◽

Executive Function ◽

Processing Speed ◽

Cascade Model

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Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00143 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1221-1230

Author(s):

Jane Roitsch ◽

Kimberly A. Murphy ◽

Anastasia M. Raymer

Keyword(s):

Executive Function ◽

Academic Outcomes ◽

Graduate Program ◽

Performance Outcomes ◽

Future Research ◽

Speech Language Pathology ◽

Grade Point ◽

Praxis Ii ◽

Language Pathology ◽

Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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Clinical Decision-Making for Stroke and Aphasia in the Older Adult

Perspectives on Gerontology ◽

10.1044/gero14.1.4 ◽

2009 ◽

Vol 14 (1) ◽

pp. 4-11 ◽

Cited By ~ 1

Author(s):

Jacqueline Hinckley

Keyword(s):

Executive Function ◽

Cerebrovascular Disease ◽

Cognitive Abilities ◽

Clinical Decision Making ◽

Clinical Decision ◽

Cognitive Profile ◽

Focal Lesion ◽

Cognitive Profiles ◽

Supportive Communication ◽

Spaced Retrieval

Abstract A patient with aphasia that is uncomplicated by other cognitive abilities will usually show a primary impairment of language. The frequency of additional cognitive impairments associated with cerebrovascular disease, multiple (silent or diagnosed) infarcts, or dementia increases with age and can complicate a single focal lesion that produces aphasia. The typical cognitive profiles of vascular dementia or dementia due to cerebrovascular disease may differ from the cognitive profile of patients with Alzheimer's dementia. In order to complete effective treatment selection, clinicians must know the cognitive profile of the patient and choose treatments accordingly. When attention, memory, and executive function are relatively preserved, strategy-based and conversation-based interventions provide the best choices to target personally relevant communication abilities. Examples of treatments in this category include PACE and Response Elaboration Training. When patients with aphasia have co-occurring episodic memory or executive function impairments, treatments that rely less on these abilities should be selected. Examples of treatments that fit these selection criteria include spaced retrieval and errorless learning. Finally, training caregivers in the use of supportive communication strategies is helpful to patients with aphasia, with or without additional cognitive complications.

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