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These interventions include teaching children executive function-related skills that provide the steps necessary to implement them during classroom activities and educating children on how to plan their actions before acting upon them. [51] Executive functioning skills are how the brain plans and reacts to situations.
The Behavior Rating Inventory of Executive Function (BRIEF) is an assessment of executive function behaviors at home and at school for children and adolescents ages 5–18. It was originally developed by Gerard Gioia, Peter Isquith, Steven Guy, and Lauren Kenworthy
The Delis–Kaplan Executive Function System (D-KEFS) is a neuropsychological test used to measure a variety of verbal and nonverbal executive functions for both children and adults (ages 8–89 years).
Executive functioning is a theoretical construct representing a domain of cognitive processes that regulate, control, and manage other cognitive processes. Executive functioning is not a unitary concept; it is a broad description of the set of processes involved in certain areas of cognitive and behavioural control. [1]
Cognitive flexibility and other executive function skills are crucial to success both in classroom settings and life. A study examining the impact of cognitive intervention for at-risk children in preschool classrooms found that children who received such intervention for one to two years significantly outperformed their peers.
The shifting function is used to allocate attention to the stimuli that are most relevant to the task. The updating function is used to update and monitor information in working memory. [37] [38] There are three main hypotheses associated with attentional control theory. First, the efficiency of the central executive is impaired by anxiety.