Executive Functioning in the Schools: Perspectives from Occupational Therapists

Tanis, Kelsey R.; Erb, Jacqueline

doi:10.1080/19411243.2022.2084206

Cited by 3 publications

(8 citation statements)

References 45 publications

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“…EF deficits are common among children with developmental disorders, such as attention-deficit hyperactivity disorder (ADHD) or autism spectrum disorders (ASD), and learning disabilities; they may also be present in children who have experienced chronic stress, poverty, or other adverse life experiences [11][12][13]. The study of EFs has gained increasing attention in recent years as school-based occupational therapists seek to understand how these functions are related to daily occupational performance [14]. So, understanding EFs and their development is crucial for occupational therapists, educators, and researchers to avoid adverse long-term effects.…”

Section: Introductionmentioning

confidence: 99%

“…There is a consensus that occupational therapists should pay attention to problems derived from EFs due to their impact on occupational performance [15][16][17]. However, school-based occupational therapists prefer to assess motor and sensory skills [14,18]. Therefore, professionals may attribute performance issues to sensory and motor difficulties and overlook the influence of EFs on occupational performance [19].…”

Section: Introductionmentioning

confidence: 99%

“…In a recent Tanis (2022) study, the surveyed occupational therapists reported using nonstandardised measures and approaching EF issues informally. Furthermore, some therapists must consider EFs in evaluating or planning individualised goals, which may divert from the best practice recommendations [14].…”

Section: Introductionmentioning

confidence: 99%

“…School-based occupational therapists appear to have difficulty addressing EFs related to occupational performance challenges at school [10,14]. For this reason, professionals must understand the relevance of assessing these functions at school to detect children with difficulties and to include goals in individualised intervention plans.…”

Section: Introductionmentioning

confidence: 99%

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Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

López-de-la-Fuente,

Berdejo,

Madrona-Velasco

et al. 2024

Education Sciences

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Executive functions (EFs) and motor skills are essential for many school and daily tasks. Many school-based occupational therapists need help addressing EFs. The current study aims to provide new insights into the relationship between executive functions and motor development by considering confounding factors. Ninety-six second-grade children were tested in one state-funded (public) school and another state-subsidised private school. Children were assessed with the Movement Assessment Battery for Children-2 (MABC-2), Neuropsychological Assessment of Executive Functions in Children, and Test of Perception of Differences–R. Families completed a sociodemographic questionnaire, and teachers completed a previous questionnaire and subsequently evaluated the information the occupational therapist provided. Mixed results were obtained regarding the correlation between motor and executive skills. Furthermore, children who received worse scores on the MABC-2 had more difficulties on the EFs tests. The Impulsivity Control Index was not correlated with any motor variable. Our results show that sociodemographic variables (except gender) correlate more with EFs than motor skills. The teachers showed a high degree of agreement with the occupational therapist (4.0 ± 0.8), even in children with good academic performance. They expressed the need for additional training and classroom interventions. A joint vision of motor-executive functioning can facilitate the design of effective interventions, especially in schools with more disadvantaged populations.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

López-de-la-Fuente,

Berdejo,

Madrona-Velasco

et al. 2024

Education Sciences

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“…Various executive function-based difficulties are experienced by many school-age children in education settings (Nelson et al, 2019). In classrooms, environmental-based intervention strategies are being favoured to alleviate these executive functioning-based challenges (Benzing et al, 2019; Diamond and Lee, 2011; Tanis and Erb, 2022). Executive functioning (EF) encompasses a wide range of higher-order cognitive functions that influence an individual’s decision making, working memory, cognitive flexibility, planning and actioning ideas and emotional and cognitive regulation, all of which are necessary for social and classroom interactions (Fong and Iarocci, 2020).…”

Section: Introductionmentioning

confidence: 99%

The relationship between school-age children’s interoceptive awareness and executive functioning: An exploratory study

Bishop

Brown

2022

British Journal of Occupational Therapy

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Introduction: Independently, interoceptive awareness and executive functioning play major roles in children’s abilities to engage in their daily occupations. This study investigated the potential relationship between neurotypical school-age children’s interoceptive awareness and executive functioning. Method: A convenience sample of 30 children (8–12 years) completed the Multidimensional Assessment of Interoceptive Awareness–youth and one of their parents completed the Behaviour Rating Inventory of Executive Function® – Second Edition (BRIEF®2). Spearman rho correlations and linear regression analyses with bootstrapping were completed. Results: The Multidimensional Assessment of Interoceptive Awareness–youth Emotional Awareness aspect of interoceptive awareness was significantly correlated with and predictive of the following BRIEF®2 executive functioning components: Emotion Regulation Index (ρ = 0.402, R2 = 0.888, p < 0.001), Cognitive Regulation Index (ρ = 0.364, R2 = 0.256, p < 0.001) and the Global Executive Composite (ρ = 0.049, R2 = 0.128, p < 0.012), as well as the following subscales: Organisation of Materials (ρ = 0.422, R2 = 0.150, p < 0.020), Working Memory (ρ = 0.393, R2 = 0.085, p < 0.033), Emotional Control (ρ = 0.394, R2 = 0.176, p < 0.002) and Inhibit (ρ = 0.373, R2 = 0.141, p < 0.003). Conclusion: It appears that there is a significant and predictive relationship between neurotypical children’s interoceptive awareness and aspects of their executive functioning.

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Cognitive strategies utilised by early learners when writing alphabet‐letters from memory

Mathwin,

Chapparo,

Challita

2024

Aus Occup Therapy J

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IntroductionOccupational therapy handwriting studies have shown cognitive instructional techniques are effective methods to assist beginning or challenged handwriters. However, information about how children's cognitive (thinking) skills impact their handwriting development is scarce. This study examined the cognitive strategy efficiency of early learners while writing the alphabet‐letters from memory.MethodsParticipants included 408 mainstream children in their first two years of formal schooling (Year 1 and Year 2). Children were asked to write the 26‐lowercase alphabet‐letters from memory. Data were collected using alphabet‐letters generated by the children and observation of their cognitive strategy use while writing. The measurement tool employed was the Perceive, Recall, Plan, and Perform (PRPP) System of Task Analysis (Stage Two).ResultsThe results found that Year 1 and Year 2 children had difficulties applying cognitive strategies across all four PRPP quadrants while writing the lowercase alphabet‐letters from memory. Application of the cognitive strategies from the Plan and Recall quadrants showed the most inefficiencies. The lowest PRPP subquadrant scores were observed in Evaluating, Recall Facts, Sensing, and Programming. Except for the Attending subquadrant and the descriptor ‘Regulates’, Year 2 children were significantly better than Year 1 children at applying cognitive strategies from all other PRPP quadrants and subquadrants.ConclusionThe findings provide beginning evidence that efficient use of cognitive strategies from all four PRPP quadrants is important for children achieving proficiency in accurate and automatic alphabet‐letter‐writing skills. Recommendations for occupational therapy handwriting assessment and intervention are provided.Plain Language SummaryResearch suggests that occupational therapists can best help children with handwriting difficulties by using a cognitive approach. This approach involves instructing children how to form letters correctly, encouraging self‐evaluation, and providing opportunities to practice handwriting. However, the cognitive (thinking) skills required for children to write alphabet‐letters accurately are not well understood. To investigate this, a study was conducted on 408 mainstream children in their first two years of formal schooling (Year 1 and Year 2). The study examined how accurately the children could write lowercase alphabet‐letters from memory and which cognitive skills they used to do so. The cognitive skills investigated were related to attention, perception, recalling, planning, and performing. The assumption tested was that mistakes in correctly writing alphabet‐letters could be attributed to difficulties in using these cognitive skills effectively. The study found that Year 1 and Year 2 children made errors in over half of the 26‐lowercase alphabet‐letters they wrote. The cognitive skills, which scored the lowest were children's ability to evaluate their writing, recall how and where to write letters, gather information from their vision, and think carefully to ensure accuracy while writing. This implied that these thinking skills had the most impact on the children's ability to write alphabet‐letters correctly. More research is needed to confirm these findings and determine the reliability of the tool used in this study to measure the children's thinking skills.

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Executive Functioning in the Schools: Perspectives from Occupational Therapists

Cited by 3 publications

References 45 publications

Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

Assessment of Executive Functions in School Considering Motor and Sociodemographic Factors: A Joint Vision for School-Based Occupational Therapists and School Staff

The relationship between school-age children’s interoceptive awareness and executive functioning: An exploratory study

Cognitive strategies utilised by early learners when writing alphabet‐letters from memory

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