The effect of executive functions training on the rate of executive functions and academic performance of students with learning disability

Malekpour, Mokhtar; Aghababaei, Sara

doi:10.1179/2047387712y.0000000004

Cited by 12 publications

(14 citation statements)

References 29 publications

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“…shown the efficacy of EF training and its transfer effect on reading skills for children with reading difficulties (Luo, Wang, Wu, Zhu, & Zhang, 2013;Malekpour & Aghababaei, 2013;Peijnenborgh, Hurks, Aldenkamp, Vles, & Hendriksen, 2016;Wang et al, 2019). Direct interventions were also found to be effective when they integrated components of EF training into everyday life activities commonplace in childhood, such as shared book reading (Baptista et al, 2016;Howard, Powell, Vasseleu, Johnstone, & Melhuish, 2017).…”

Section: Discussionmentioning

confidence: 99%

Executive functions in Chinese kindergarten children with early reading problems

Fong

2022

Dyslexia

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Learning to read Chinese is a complex task that draws on a range of executive function (EF) skills since early development. However, no studies have examined EF as a potential contributing factor to early reading problems among Chinese children. The present longitudinal study identified 48 poor readers and 48 normal readers among a sample of 190 Chinese children at the end of kindergarten. Measures of EF skills (working memory, inhibition control, and cognitive flexibility) and reading outcomes (word reading, sentence reading fluency, and sentence reading comprehension) were administered to the children. The two groups were retrospectively compared on the EF measures after age and nonverbal IQ were considered. Poor readers were found to perform significantly worse than normal readers in all the examined EF skills. Correlation and regression results revealed a relatively different nature of the relationship between EF and reading in poor readers as compared with normal readers. Inhibition control predicted reading outcomes in poor readers only, while cognitive flexibility predicted reading outcomes in normal readers only. Working memory was significantly correlated to word reading in poor readers and to reading comprehension in normal readers. The results are discussed in terms of the special characteristics of the Chinese language.

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Section: Discussionmentioning

confidence: 99%

Executive functions in Chinese kindergarten children with early reading problems

Fong

2022

Dyslexia

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“…Studies have conducted EF training in a number of ways, such as providing practice with task switching (i.e., switching between two simple cognitive tasks), working memory and inhibition training (e.g., computerized training), neurostimulation or neurofeedback, or specific curricula (e.g., Tools of the Mind curriculum; for reviews, see Diamond & Lee, 2011;Enriquez-Geppert, Huster, & Herrmann, 2013). Several studies have shown that EF training does indeed lead to improvements in EF and academic performance (e.g., Dowsett & Livesey, 2000;Enriquez-Geppert et al, 2013;Karbach & Kray, 2009;Kray, Karbach, Haenig, & Freitag, 2012;Malekpour & Aghababaei, 2013). To these authors' knowledge, most research has not yet looked at the impact of EF training specifically on social skills; however, one study examining the use of martial arts training found that this lead to increased prosocial behaviour (Lakes & Hoyt, 2004).…”

Section: Implications and Future Directionsmentioning

confidence: 99%

The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age

Huyder

Nilsen

Bacso

2017

Infant and Child Development

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Learning to behave in socially competent ways is an essential component of children's development. This study examined the relations between children's social, communicative, and cognitive skills and their behaviours during a cooperative task, as well as how these relationships change at different ages. Early school‐age (5–8 years old) and middle school‐age (9–12 years old) children completed tasks to assess their executive functioning (i.e., inhibitory control, working memory, and planning), theory of mind, and verbal skills and participated in an interactive cooperative task. Because children participated in pairs, dyadic data analysis was used to examine the effect of individual characteristics on children's own and their partners' social behaviour. Results indicated that better theory of mind was related to lower levels of the competitive behaviours demonstrated by younger children, as well as by partners. In contrast, for older children, planning and verbal skills related to lower levels of competitive behaviour. The associations of theory of mind and planning skills with behaviour were significantly different between the early and middle school‐age groups. Findings suggest that children may utilize different skills at various developmental stages to guide their social behaviours. Findings have implications for theories of children's social development, as well as for interventions aimed at enhancing social skills. Highlights Children's theory of mind, executive functioning, and verbal skills were assessed in relation to their own and a peer's social behaviour Dyadic analyses were used to examine children's cooperative and competitive behaviour during an interactive task with a peer Findings reveal that the impact specific skills have on their own and a peer's behaviour depends on developmental stage

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“…EF issues are related to other disorders such as mental diseases (e.g., schizophrenia, posttraumatic stress disorder) [ 19 , 20 , 21 ], and neurological disorders (e.g., Alzheimer’s disease, traumatic brain injury) [ 22 , 23 ]. In children, executive difficulties have been reported in neurodevelopmental disorders [ 24 ], including autism spectrum disorder [ 25 , 26 , 27 , 28 ], attention-deficit/hyperactivity disorder [ 27 , 29 , 30 ], intellectual disabilities [ 31 , 32 , 33 , 34 ], learning [ 35 , 36 , 37 , 38 ] and language disorders [ 39 , 40 ]. In addition, links have been found between deficits in EF with stress, anxiety, and depression [ 41 ]; executive difficulties have also been found in children with Gilles de LaTourette syndrome [ 42 ] and with Disruptive, Impulse-Control, and Conduct Disorders diagnosis [ 43 ], among others.…”

Section: Introductionmentioning

confidence: 99%

A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children

et al. 2021

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Executive function (EF) is a group of processes that allow individuals to be goal-oriented and to have adaptive functioning, so that adequate performance is essential for success in activities of daily living, at school and in other activities. The present study aims to create a short version of the Executive Functioning Questionnaire (EFECO) since there is a gap in the Spanish literature due to the lack of behavioural observation questionnaires at school age. A total of 3926 participants completed the online questionnaire. Subsequently, the validity and reliability of the data are analysed. The results show that the short version of the questionnaire, the EFECO-S, has a structure with five dimensions (emotional self-control, initiation, working memory, inhibition, and spatial organisation), as well as a second-order factor (global executive skill) and high reliability (ordinal Alpha = 0.68–0.88). The EFECO is composed of 67 items, while the EFECO-S has 20 items, four per factor, which turns it into a quick and easy to apply test. Therefore, it becomes an interesting alternative to be applied in screening processes with children who may be experiencing executive difficulties.

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The effect of executive functions training on the rate of executive functions and academic performance of students with learning disability

Cited by 12 publications

References 29 publications

Executive functions in Chinese kindergarten children with early reading problems

Executive functions in Chinese kindergarten children with early reading problems

The relationship between children's executive functioning, theory of mind, and verbal skills with their own and others' behaviour in a cooperative context: Changes in relations from early to middle school‐age

A Short Version of the EFECO Online Questionnaire for the Assessment of Executive Functions in School-Age Children

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