Managing dysexecutive disorders

Mahone, E. Mark; Slomine, Beth S.

doi:10.1017/cbo9780511545894.014

Cited by 9 publications

(5 citation statements)

References 79 publications

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“…Problems with EF can have a significant impact on academic functioning in later childhood and on job performance and independent living skills in adulthood. In children with various neurological insults (TBI, cancer treatment), EF deficits often emerge as a function of age, in a pattern labeled ‘growth into deficits’ (34). In this scenario, a neurological insult adversely impacts EF, but the deficit does not become apparent until the demands are sufficiently high, increasing as the child ages.…”

Section: Discussionmentioning

confidence: 99%

Cognitive and Academic Outcomes after Pediatric Liver Transplantation: Functional Outcomes Group (FOG) Results

Sorensen

Neighbors

Martz

et al. 2011

American Journal of Transplantation

105

127

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This multi-center study examined prevalence of cognitive and academic delays in children following liver transplant (LT). 144 patients ages 5-7 and 2 years post-LT were recruited through the SPLIT consortium and administered the Wechsler Preschool and Primary Scale of Intelligence, 3rd Edition (WPPSI-III), the Bracken Basic Concept Scale, Revised (BBCS-R), and the Wide Range Achievement Test, 4th edition (WRAT-4). Parents and teachers completed the Behavior Rating Inventory of Executive Function (BRIEF). Participants performed significantly below test norms on intelligence quotient (IQ) and achievement measures (Mean WPPSI-III Full Scale IQ = 94.7± 13.5; WRAT-4 Reading = 92.7± 17.2; WRAT-4 Math = 93.1± 15.4; p<0001). 26% of patients (14% expected) had "mild to moderate" IQ delays (Full Scale IQ=71-85) and 4% (2% expected) had "serious" delays (Full Scale IQ ≤70; p<0.0001). Reading and/or math scores were weaker than IQ in 25%, suggesting learning disability, compared to 7% expected by CDC(1) statistics (p<0.0001). Executive deficits were noted on the BRIEF, especially by teacher report (Global Executive Composite = 58; p<0.001). Results suggest a higher prevalence of cognitive and academic delays and learning problems in pediatric LT recipients compared to the normal population.

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Section: Discussionmentioning

confidence: 99%

Cognitive and Academic Outcomes after Pediatric Liver Transplantation: Functional Outcomes Group (FOG) Results

Sorensen

Neighbors

Martz

et al. 2011

American Journal of Transplantation

105

127

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“…Mediated at least in part by frontostriatal circuitry, EF has a protracted period of development in childhood (Diamond, 2000). As a result, executive dysfunction has been observed in a variety of childhood disorders, especially those involving anomalous frontostriatal development, including Attention-Deficit/Hyperactivity Disorder (ADHD), Autism Spectrum Disorders, Obsessive Compulsive Disorder, and Tourette syndrome (Mahone & Slomine, 2007).…”

Section: Components Of Executive Functionmentioning

confidence: 99%

Neuropsychological Profile of Executive Function in Girls with Attention-Deficit/Hyperactivity Disorder

O’Brien

Dowell

Mostofsky

et al. 2010

Archives of Clinical Neuropsychology

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The majority of research on neurobehavioral functioning among children with Attention-Deficit/Hyperactivity Disorder (ADHD) is based on samples comprised primarily (or exclusively) of boys. Although functional impairment is well established, available research has yet to specify a neuropsychological profile distinct to girls with ADHD. The purpose of this study was to examine performance within four components of executive function (EF) in contemporaneously recruited samples of girls and boys with ADHD. Fifty-six children with ADHD (26 girls) and 90 controls (42 girls), ages 8-13, were administered neuropsychological tests emphasizing response inhibition, response preparation, working memory, and planning/shifting. There were no significant differences in age or SES between boys or girls with ADHD or their sex-matched controls; ADHD subtype distribution did not differ by sex. Compared with controls, children with ADHD showed significant deficits on all four EF components. Girls and boys with ADHD showed similar patterns of deficit on tasks involving response preparation and working memory; however, they manifested different patterns of executive dysfunction on tasks related to response inhibition and planning. Girls with ADHD showed elevated motor overflow, while boys with ADHD showed greater impairment during conscious, effortful response inhibition. Girls, but not boys with ADHD, showed impairment in planning. There were no differences between ADHD subtypes on any EF component. These findings highlight the importance of studying boys and girls separately (as well as together) when considering manifestations of executive dysfunction in ADHD.

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“…There are few empirical studies examining interventions for executive dysfunction in children. Mahone and Slomine (2007) provided a review of interventions for different aspects of executive dysfunction based on theoretical models and available evidence-based strategies. They made suggestions for interventions within a developmental framework.…”

Section: Targeting Executive Dysfunctionmentioning

confidence: 99%

Self-care independence in children with neurological disorders: An interactional model of adaptive demands and executive dysfunction.

Tarazi¹,

Mahone²,

Zabel³

2007

Rehabilitation Psychology

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Objective: To describe a neuropsychological assessment model that proposes executive functioning as a key moderator in the development of self-care independence. Setting: Inpatient and outpatient rehabilitation facilities. Participants: Transition-age youths with congenital and acquired neurological disorders. Intervention: Transition to the adaptive roles and expectations of adulthood can be challenging for adolescents with neurological disorders and other chronic medical conditions. These individuals frequently encounter functional problems related to additional time requirements, new life skill demands, and increased need for organization and planning. In addition, the neuropsychological consequences of these disorders often include deficits in motor speed and coordination as well as executive control (including planning, organization, and working memory). Consideration of the integrity of executive function skills and the presence of atypical adaptive demands is crucial during planning for transition of individuals into self-care independence and development of an approach to assessment and intervention. Conclusions: Rehabilitation psychologists have the potential to improve the quality of life of adolescents with neurological disorders as they transition into adulthood by considering the "executive burden" posed to the individuals by various combinations of executive dysfunction and atypical adaptive demands.

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Managing dysexecutive disorders

Cited by 9 publications

References 79 publications

Cognitive and Academic Outcomes after Pediatric Liver Transplantation: Functional Outcomes Group (FOG) Results

Cognitive and Academic Outcomes after Pediatric Liver Transplantation: Functional Outcomes Group (FOG) Results

Neuropsychological Profile of Executive Function in Girls with Attention-Deficit/Hyperactivity Disorder

Self-care independence in children with neurological disorders: An interactional model of adaptive demands and executive dysfunction.

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