Empirical status regarding the remediation of executive skills

Slomine, Beth S.; Locascio, Gianna; Kramer, Morton

doi:10.1017/cbo9780511977954.020

Cited by 4 publications

(2 citation statements)

References 93 publications

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“…Educational or targeted training programs that recognize relative strengths and address specific weaknesses in memory or EF may be beneficial, especially among youth with global cognitive deficits. 46–48 Strategy-based interventions that have clear links to functional outcomes of interest may be appropriate for youth with PHIV who are assuming specific and critical adult responsibilities, such as health care self-management. 49 Cognitive behavioral therapy to address motivational factors, stress, and mental health may also have direct and indirect effects on new learning and development of adaptive skills, regardless of the presence or absence of memory and/or EF difficulties, particularly in light of increased risk for mood disorders and anxiety among adolescents and young adults with perinatal HIV exposure.…”

Section: Discussionmentioning

confidence: 99%

Impact of Perinatally Acquired HIV Disease Upon Longitudinal Changes in Memory and Executive Functioning

Malee

Chernoff

Sirois

et al. 2017

JAIDS Journal of Acquired Immune Deficiency Syndromes

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Background Little is known regarding effects of perinatally-acquired HIV infection (PHIV) on longitudinal change in memory and executive functioning (EF) during adolescence, despite the importance of these skills for independence in adulthood. Methods PHIV (n=144) and perinatally HIV-exposed uninfected youth (PHEU, n=79), ages 12–17, completed standardized tests of memory and EF at baseline and two years later. Changes from baseline for each memory and EF outcome were compared between PHEU and PHIV youth with (PHIV/C, n=39) and without (PHIV/non-C, n=105) history of CDC Class C (AIDS-defining) diagnoses. Among PHIV youth, associations of baseline and past disease severity with memory and EF performance at follow-up were evaluated using adjusted linear regression models. Results Participants were primarily black (79%); 16% were Hispanic; 55% were female. Mean memory and EF scores at follow-up generally fell in the low-average to average range. Pairwise comparison of adjusted mean change from baseline to follow-up revealed significantly greater change for PHIV/non-C compared to PHEU youth in only one verbal recognition task, with a difference in mean changes for PHIV/non-C versus PHEU of −0.99 (95%CI: −1.80, −0.19; p=0.02). Among youth with PHIV, better immunologic status at baseline was positively associated with follow-up measures of verbal recall and recognition and cognitive inhibition/flexibility. Past AIDS-defining diagnoses and higher peak viral load were associated with lower performance across multiple EF tasks at follow-up. Conclusions Youth with PHIV demonstrated stable memory and EF during a two-year period of adolescence, allowing cautious optimism regarding long-term outcomes.

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Section: Discussionmentioning

confidence: 99%

Impact of Perinatally Acquired HIV Disease Upon Longitudinal Changes in Memory and Executive Functioning

Malee

Chernoff

Sirois

et al. 2017

JAIDS Journal of Acquired Immune Deficiency Syndromes

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“…Furthermore, according to a meta‐analysis of 18 studies examining executive functions interventions within school environments, including Tools of the Mind , the Chicago Readiness Project , and computerized training programs, more research is needed to establish a causal link between executive functions training and improvements in academic achievement (Jacob & Parkinson, 2015). Nevertheless, the focus on practicing specific skills within complex environments at home or school with parent and teacher involvement shows greater potential for addressing executive functioning deficits for students than de‐contextualized and individualized intervention or training programs (Slomine et al, 2010). As such, integrating executive functions instruction into authentic settings, such as the school environment, may have the best results for promoting the development of executive functions among youth (Diamond & Lee, 2011).…”

Section: Literature Overviewmentioning

confidence: 99%

Evaluating the rationale and evidence supporting executive functions skills instruction in the classroom: A critical review

D'Intino

2022

Psychology in the Schools

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Executive functions are widely considered as an umbrella term for the higher order cognitive processes that contribute to goal‐directed behavior. In addition, executive functions are highly correlated with positive academic outcomes. To promote the development of executive functions among youth within educational settings, some theorists and clinicians have proposed methods of explicitly instructing executive functioning skills, such as planning, organization, time management, and self‐regulation skills. This critical review serves to evaluate the theoretical rationale and the supporting evidence of the six most cited handbooks for improving executive functions skills among elementary and high school students via class‐wide instruction. Research that cited these handbooks and that addressed whole‐class instruction of executive skills was evaluated and critiqued according to the four levels of the Every Students Succeeds Act. The overall evidence supporting each handbook was then critiqued as lacking, emerging, or sufficient. Although the handbooks are informed by theory and clinical experience, the supporting research is limited to mostly Level 3 and 4 evidence, as defined by the ESSA framework, including only a handful of case studies and small sampled quasi‐experimental studies. Overall, the evidence supporting the explicit instruction of executive functioning skills through a class‐wide approach is lacking and more rigorous research is still required. Best practices for instructing executive functioning skills to students and directions for future research are discussed.

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Instructional Implications from the Woodcock–Johnson IV Tests of Cognitive Abilities

Maricle

Johnson

2016

WJ IV Clinical Use and Interpretation

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Empirical status regarding the remediation of executive skills

Cited by 4 publications

References 93 publications

Impact of Perinatally Acquired HIV Disease Upon Longitudinal Changes in Memory and Executive Functioning

Impact of Perinatally Acquired HIV Disease Upon Longitudinal Changes in Memory and Executive Functioning

Evaluating the rationale and evidence supporting executive functions skills instruction in the classroom: A critical review

Instructional Implications from the Woodcock–Johnson IV Tests of Cognitive Abilities

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