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5 - Executive Function and School Performance

from Part I - Individual-Level Academic Interventions

Published online by Cambridge University Press:  18 September 2020

By
Cynthia A. Riccio  and
Maria J. Castro
Edited by
Frank C. Worrell ,
Tammy L. Hughes  and
Dante D. Dixson
Frank C. Worrell
Affiliation:
University of California, Berkeley
Tammy L. Hughes
Affiliation:
Duquesne University, Pittsburgh
Dante D. Dixson
Affiliation:
Michigan State University
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Summary

There has been increased interest in executive function (EF), not only in relation to specific clinical disorders, but also in relation to development and school performance in children and youth who may not have a clinical disorder. EF is associated with self-regulation, effortful control, inhibition, and social-emotional status; deficits in EF may result in maladjustment. Not only predictive of behavioral outcomes, EF is associated with academic performance in both math and reading. With this increased recognition of the importance of EF, approaches to foster development of EF and address EF deficits within a multitiered system of support (MTSS) have been developed. While further research is needed, preliminary results indicate improvements in social-emotional function, behavior, and academic skills, as well as targeted EF skills. The theoretical basis and available research are reviewed, and implications for future research provided.

Keywords

executive functionschool performancesocial-emotional functionaademic skillspreventioninterventionmultitiered system of support
Type
Chapter
Information
The Cambridge Handbook of Applied School Psychology , pp. 64 - 82
Publisher: Cambridge University Press
Print publication year: 2020

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References

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Print Resources

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