Executive Functions: What Are They Good For? A Perspective from Intervention Research

Autor/in	Barnes, Marcia A.
Titel	Executive Functions: What Are They Good For? A Perspective from Intervention Research
Quelle	In: Mind, Brain, and Education, 17 (2023) 4, S.238-245 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Barnes, Marcia A.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1751-2271
DOI	10.1111/mbe.12371
Schlagwörter	Executive Function; Learning Disabilities; Academic Ability; Intervention; Reading Achievement; Mathematics Achievement; Instructional Design; Short Term Memory; Comparative Analysis; Word Problems (Mathematics); Problem Solving; Mathematics Instruction; Outcomes of Education; Reading Instruction + Suchen Sie Ihr Suchwort? Learning handicap; Lernbehinderung; Leseleistung; Mathmatics sikills; Mathmatics achievement; Mathematical ability; Mathematische Kompetenz; Lesson concept; Lessonplan; Unterrichtsentwurf; Kurzzeitgedächtnis; Textaufgabe; Problemlösen; Mathematics lessons; Mathematikunterricht; Lernleistung; Schulerfolg; Leseunterricht
Abstract	Because deficits in executive functions (EFs) characterize most neurodevelopmental disorders, it is appropriate to question the value of EFs for understanding learning disabilities. Two types of studies--those testing whether EFs moderate treatment effects and those testing the direction of effects between EFs and academic skills--are presented to support the idea that EFs are useful for the study of learning disabilities in the context of intervention. Moderator effects in reading and math intervention studies suggest that considering EFs to be properties of not only persons, but also interventions is important for understanding treatment effects and for designing more effective interventions. An experimental study comparing math word problem solving interventions and EF interventions provides evidence for bidirectional development of working memory and math word problem solving. Directions for future experimental research that systematically and more rapidly investigate growth in EFs and academic skills in individuals with learning disabilities are presented. (As Provided).
Anmerkungen	Wiley. Available from: John Wiley & Sons, Inc. 111 River Street, Hoboken, NJ 07030. Tel: 800-835-6770; e-mail: cs-journals@wiley.com; Web site: https://www.wiley.com/en-us
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01