Skip to main content Accessibility help
×
Hostname: page-component-586b7cd67f-t7fkt Total loading time: 0 Render date: 2024-11-25T15:02:26.375Z Has data issue: false hasContentIssue false

4 - Executive Function Interventions

from Section 1 - Evidence-based Cognitive Rehabilitation

Published online by Cambridge University Press:  25 June 2018

Gianna Locascio
Affiliation:
NYU Langone Health, New York
Beth S. Slomine
Affiliation:
Kennedy Krieger Institute, Baltimore
Get access

Summary

Image of the first page of this content. For PDF version, please use the ‘Save PDF’ preceeding this image.'
Type
Chapter
Information
Publisher: Cambridge University Press
Print publication year: 2018

Access options

Get access to the full version of this content by using one of the access options below. (Log in options will check for institutional or personal access. Content may require purchase if you do not have access.)

References

1.Anderson, P. Assessment and development of executive function (EF) during childhood. Child Neuropsychol 2002;8(2):7182.Google Scholar
2.Gioia, G. A., Isquith, P. K. Ecological assessment of executive function in traumatic brain injury. Dev Neuropsychol 2004;25(1–2):135–58.Google Scholar
3.Rabbitt, P. Methodologies and models in the study of executive function. In: Methodology of Frontal and Executive Functions [Internet]. East Sussex, UK: Psychology Press Ltd. P. Rabbitt; 1997 [cited July 30, 2012]. Available from: www.scribd.com/doc/50671857/Methodology-of-Frontal-and-Executive-FunctionsGoogle Scholar
4.Burgess, P. W., Simons, J. S. Theories of frontal lobe executive function: clinical applications. In: Halligan, P. W. and Wade, D. T., editors. The Effectiveness of Rehabilitation for Cognitive Deficits. Oxford: Oxford University Press. 2005.Google Scholar
5.Diamond, A. Executive functions. Annu Rev Psychol 2013;64(1):135–68.Google Scholar
6.Lehto, J. E., Juujärvi, P., Kooistra, L., Pulkkinen, L. Dimensions of executive functioning: Evidence from children. Br J Dev Psychol 2003;21(1):5980.Google Scholar
7.Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., Wager, T. D. The unity and diversity of executive functions and their contributions to complex “Frontal Lobe” tasks: A latent variable analysis. Cogn Psychol 2000;41(1):49100.Google Scholar
8.Posner, M. I., DiGirolamo, G. J. Executive attention: Conflict, target detection, and cognitive control. In: Parasuraman, R., editor. The Attentive Brain. Cambridge, MA: MIT Press.1998. p. 401423.Google Scholar
9.Corbetta, M., Shulman, G. L. Control of goal-directed and stimulus-driven attention in the brain. Nat Rev Neurosci 2002;3(3):201–15.Google Scholar
10.Luna, B., Garver, K. E., Urban, T. A., Lazar, N. A., Sweeney, J. A. Maturation of cognitive processes from late childhood to adulthood. Child Dev 2004;75(5):1357–72.Google Scholar
11.Baddeley, A. D., Hitch, G. J. Developments in the concept of working memory. Neuropsychology 1994;8(4):485–93.Google Scholar
12.Smith, E. E., Jonides, J. Storage and executive processes in the frontal lobes. Science 1999;283(5408):1657–61.Google Scholar
13.Davidson, M. C., Amso, D., Anderson, L. C., Diamond, A. Development of cognitive control and executive functions from 4 to 13 years: Evidence from manipulations of memory, inhibition, and task switching. Neuropsychologia 2006;44(11):2037–78.Google Scholar
14.Diamond, A., Kirkham, N., Amso, D. Conditions under which young children can hold two rules in mind and inhibit a prepotent response. Dev Psychol 2002;38(3):352–62.CrossRefGoogle ScholarPubMed
15.Collins, A., Koechlin, E. Reasoning, learning, and creativity: Frontal lobe function and human decision-making. PLoS Biol 2012;10(3):e1001293.Google Scholar
16.Friedman, N. P., Miyake, A., Corley, R. P., Young, S. E., DeFries, J. C., Hewitt, J. K. Not all executive functions are related to intelligence. Psychol Sci 2006;17(2):172–79.Google Scholar
17.Dennis, M., Francis, D. J., Cirino, P. T., Schachar, R., Barnes, M. A., Fletcher, J. M. Why IQ is not a covariate in cognitive studies of neurodevelopmental disorders. J Int Neuropsychol Soc. 2009;15(3):331–43.Google Scholar
18.Longaud-Valès, A., Chevignard, M., Dufour, C., Grill, J., Puget, S., Sainte-Rose, C., et al. Assessment of executive functioning in children and young adults treated for frontal lobe tumours using ecologically valid tests. Neuropsychol Rehabil 2015;14;126.Google Scholar
19.Duncan, J., Emslie, H., Williams, P., Johnson, R., Freer, C. Intelligence and the frontal lobe: The organization of goal-directed behavior. Cogn Psychol 1996;30(3):257303.Google Scholar
20.Duncan, J., Johnson, R., Swales, M., Freer, C. Frontal lobe deficits after head injury: Unity and diversity of function. Cogn Neuropsychol 1997;14(5):713–41.Google Scholar
21.Silver, C. H. Ecological validity of neuropsychological assessment in childhood traumatic brain injury. J Head Trauma Rehabil 2000;15(4):973–88.CrossRefGoogle ScholarPubMed
22.Eslinger, P. J., Flaherty-Craig, C. V., Benton, A. L. Developmental outcomes after early prefrontal cortex damage. Brain Cogn 2004;55(1):84103.Google Scholar
23.Price, B. H., Daffner, K. R., Stowe, R. M., Mesulam, M. M. The compartmental learning disabilities of early frontal lobe damage. Brain 1990;113 (Pt 5):1383–93.Google Scholar
24.Vriezen, E. R., Pigott, S. E. The relationship between parental report on the BRIEF and performance-based measures of executive function in children with moderate to severe traumatic brain injury. Child Neuropsychol 2002;8(4):296303.Google Scholar
25.Eslinger, P. J., Biddle, K., Pennington, B., Page, R, B. Cognitive and behavioral development up to 4 years after early right frontal lobe lesion. Dev Neuropsychol 1999;15(2):157–91.Google Scholar
26.Anderson, V. A., Anderson, P., Northam, E., Jacobs, R., Mikiewicz, O. Relationships between cognitive and behavioral measures of executive function in children with brain disease. Child Neuropsychol. 2002;8(4):231–40.Google Scholar
27.Gioia, G. A., Isquith, P. K., Guy, S. C., Kenworthy, L. Behavior Rating Inventory of Executive Function® (BRIEF®). Lutz, FL: Psychological Assessment Resources, Inc. PAR; 2000.Google Scholar
28.Roy, A., Fournet, N., Le Gall, D., Roulin, J-L. Behavior Rating Inventory of Executive Function® (BRIEF®). Adapted from Gioia, G. A., Isquith, P. K., Guy, S. C., Kenworthy, L. Hogrefe, France (French version edition); 2012.Google Scholar
29.Achenbach, T. Child Behavior Checklist. In: M. C.-Sophia, E., editor. Rotterdam, Netherlands. Volume adapted from French: C. Capron. F. C. Verhulst and J. van der Ende, 2001.Google Scholar
30.Emslie, H. Behavioural Assessment of the Dysexecutive Syndrome for Children: (BADS-C). Edmunds, UK: Thames Valley Test Company; 2003. 41 p.Google Scholar
31.Chevignard, M. P., Soo, C., Galvin, J., Catroppa, C., Eren, S. Ecological assessment of cognitive functions in children with acquired brain injury: A systematic review. Brain Inj 2012;26(9):1033–57.Google Scholar
32.Chevignard, M. P., Catroppa, C., Galvin, J., Anderson, V. Development and evaluation of an ecological task to assess executive functioning post childhood TBI: The children’s cooking task. Brain Impair 2010;11(2):125–43.Google Scholar
33.Chevignard, M. P., Servant, V., Mariller, A., Abada, G., Pradat-Diehl, P., Laurent-Vannier, A. Assessment of executive functioning in children after TBI with a naturalistic open-ended task: A pilot study. Develop Neurorehabil 2009;12(2):7691.CrossRefGoogle ScholarPubMed
34.Gogtay, N., Giedd, J. N., Lusk, L., Hayashi, K. M., Greenstein, D., Vaituzis, A. C., et al. Dynamic mapping of human cortical development during childhood through early adulthood. Proc Natl Acad Sci USA 2004;101(21):8174–9.Google Scholar
35.Blakemore, S.-J., Choudhury, S. Development of the adolescent brain: Implications for executive function and social cognition. J Child Psychol Psychiatry 2006;47(3–4):296312.Google Scholar
36.Krasny-Pacini, A., Limond, J., Evans, J., Hiebel, J., Bendjelida, K., Chevignard, M. Self-awareness assessment during cognitive rehabilitation in children with acquired brain injury: A feasibility study and proposed model of child anosognosia. Disabil Rehabil 2015;12;115.Google Scholar
37.Bjorklund, D. F., Dukes, C., Brown, R. D. The development of memory strategies. In: Courage, M. L., Cowan, N., editors. The Development of Memory in Infancy and Childhood (2nd ed). New York, NY: Psychology Press; 2009. p. 145–75. (Studies in developmental psychology).Google Scholar
38.Limond, J., Adlam, A-L.R., Cormack, M. A model for paediatric neurocognitive interventions: Considering the role of development and maturation in rehabilitation planning. Clin Neuropsychol 2014;28(2):181198.Google Scholar
39.Chevignard, M., Toure, H., Brugel, D. G., Poirier, J., Laurent-Vannier, A. A comprehensive model of care for rehabilitation of children with acquired brain injuries. Child Care Health Dev 2010;36(1):3143.Google Scholar
40.Jolles, D. D., Crone, E. A. Training the developing brain: a neurocognitive perspective. Front Hum Neurosci 2012;6:76.CrossRefGoogle Scholar
41.Diamond, A. Activities and programs that improve children’s executive functions. Curr Dir Psychol Sci 2012;21(5): 335–41.Google Scholar
42.Diamond, A., Ling, D. S. Conclusions about interventions, programs, and approaches for improving executive functions that appear justified and those that, despite much hype, do not. Developmental Cognitive Neuroscience [Internet]. 2015 Dec [cited December 15, 2015]; Available from: http://linkinghub.elsevier.com/retrieve/pii/S1878929315300517Google Scholar
43.Ylvisaker, M, editor. Traumatic Brain Injury Rehabilitation: Children and Adolescents (2nd ed.). Vol. xiv. Woburn, MA: Butterworth-Heinemann; 1998. 479 p.Google Scholar
44.Braga, L. W., da Paz Júnior, A. C., Ylvisaker, M. Direct clinician-delivered versus indirect family-supported rehabilitation of children with traumatic brain injury: A randomized controlled trial. Brain Inj 2005;19(10):819–31.Google Scholar
45.Kenworthy, L., Anthony, L. G., Naiman, D. Q., Cannon, L., Wills, M. C., Luong-Tran, C., et al. Randomized controlled effectiveness trial of executive function intervention for children on the autism spectrum. J Child Psychol Psychiatry 2014;55(4):374–83.Google Scholar
46.Tamm, L., Nakonezny, P. A., Hughes, C. W. An open trial of a metacognitive executive function training for young children with ADHD. J Attention Disord [Internet]. 2012 May 29 [cited August 23, 2012]; Available from: www.ncbi.nlm.nih.gov/pubmed/22647287Google Scholar
47.Krasny-Pacini, A., Limond, J., Evans, J., Hiebel, J., Bendjelida, K., Chevignard, M. Context-sensitive goal management training for everyday executive dysfunction in children after severe traumatic brain injury. J Head Trauma Rehabil 2014;29(5):E49–64.Google Scholar
48.Antonini, T. N., Raj, S. P., Oberjohn, K. S., Cassedy, A., Makoroff, K. L., Fouladi, M., et al. A pilot randomized trial of an online parenting skills program for pediatric traumatic brain injury: improvements in parenting and child behavior. Behav Ther 2014;45(4):455–68.Google Scholar
49.Ylvisaker, M., Adelson, P. D., Braga, L. W., Burnett, S. M., Glang, A., Feeney, T., et al. Rehabilitation and ongoing support after pediatric TBI: Twenty years of progress. J Head Trauma Rehabil. 2005;20(1):95109.Google Scholar
50.Krasny-Pacini, A., Chevignard, M., Evans, J. Goal management training for rehabilitation of executive functions: A systematic review of effectivness in patients with acquired brain injury. Disabil Rehabil 2014;36(2):105–16.Google Scholar
51.Diamond, A., Lee, K. Interventions shown to aid executive function development in children 4–12 years old. Science 2011;333(6045):959–64.Google Scholar
52.Kennedy, M. R. T., Coelho, C., Turkstra, L., Ylvisaker, M., Moore Sohlberg, M., Yorkston, K., et al. Intervention for executive functions after traumatic brain injury: A systematic review, meta-analysis and clinical recommendations. Neuropsychol Rehabil 2008;18 (3):257–99.Google Scholar
53.Limond, J., Leeke, R. Practitioner review: Cognitive rehabilitation for children with acquired brain injury. J Child Psychol Psychiatry 2005;46(4):339352.Google Scholar
54.Robinson, K. E., Kaizar, E., Catroppa, C., Godfrey, C., Yeates, K. O. Systematic review and meta-analysis of cognitive interventions for children with central nervous system disorders and neurodevelopmental disorders. J PediatrPsychol. 2014;39(8):846–65.Google Scholar
55.Ross, K. A., Dorris, L., McMillan, T. A systematic review of psychological interventions to alleviate cognitive and psychosocial problems in children with acquired brain injury. Dev Med Child Neurol 2011;53(8):692701.Google Scholar
56.Slomine, B., Locascio, G. Cognitive rehabilitation for children with acquired brain injury. Dev Disabil Res Rev 2009;15(2):133143.Google Scholar
57.Brissart, H, Morèle, E, Daniel, F, Leroy, M. Prise en charge cognitive des fonctions exécutives: Livret du patient + Théorie et Corrigés des exercices. Marseille: Solal Editeurs; 2010.Google Scholar
58.Dawson, P, Guare, R. Smart but Scattered: The Revolutionary “Executive Skills” Approach to Helping Kids Reach Their Potential (1st ed.). New York: Guilford Press; 2009. 314 p.Google Scholar
59.Lussier, F. PiFAM: Programme d’Intervention sur les fonctions attentionalles et metacognitives [Internet]. Hogrefe; 2013 [cited January 14, 2016]. Available from: www.hogrefe.fr/produit/pifam-programme-dintervention-sur-les-fonctions-attentionnelles-et-metacognitives/Google Scholar
60.Tcherniack, V., Barielle, B., Kasprzak, S., Martinod, R. Travailler les fonctions exécutives: Exercices écologiques. Marseille: Solal Editeurs; 2007. 200 p.Google Scholar
61.Catroppa, C., Anderson, V. Planning, problem-solving and organizational abilities in children following traumatic brain injury: Intervention techniques. Dev Neurorehabil 2006;9(2):8997.Google Scholar
62.Wilson, B. A., Emslie, H. C., Quirk, K., Evans, J. J. Reducing everyday memory and planning problems by means of a paging system: A randomised control crossover study. J Neurol Neurosurg Psychiatry 2001;70(4):477–82.Google Scholar
63.Wilson, B. A., Emslie, H., Evans, J. J., Quirk, K., Watson, P., Fish, J. The NeuroPage system for children and adolescents with neurological deficits. Dev Neurorehabil 2009;12(6):421–6.Google Scholar
64.Dunning, D. L., Holmes, J. Does working memory training promote the use of strategies on untrained working memory tasks? Mem Cognit 2014;42(6):854–62.Google Scholar
65.Hilton, C. L., Cumpata, K., Klohr, C., Gaetke, S., Artner, A., Johnson, H., et al. Effects of exergaming on executive function and motor skills in children with autism spectrum disorder: a pilot study. Am J Occup Ther 2014;68(1):5765.Google Scholar
66.Holmes, J., Gathercole, S. E., Dunning, D. L. Adaptive training leads to sustained enhancement of poor working memory in children. Dev Sci 2009;12(4):F9–15.Google Scholar
67.Kesler, S. R., Lacayo, N. J., Jo, B. A pilot study of an online cognitive rehabilitation program for executive function skills in children with cancer-related brain injury. Brain Inj 2011;25(1):101–12.Google Scholar
68.Simpson, A., Riggs, K. J., Beck, S. R., Gorniak, S. L., Wu, Y., Abbott, D., et al. Refining the understanding of inhibitory processes: How response prepotency is created and overcome. Dev Sci 2012;15(1):6273.Google Scholar
69.Caselman, T. Impulse Control: Activities and Worksheets for Elementary School Students. Chapin, SC: YouthLight.; 2010.Google Scholar
70.Herpertz-Dahlmann, B., van Elburg, A., Castro-Fornieles, J., Schmidt, U. ESCAP Expert Paper: New developments in the diagnosis and treatment of adolescent anorexia nervosa – a European perspective. Eur Child Adolesc Psychiatry. 2015;24(10):1153–67.Google Scholar
71.Cicerone, K. D., Langenbahn, D. M., Braden, C., Malec, J. F., Kalmar, K., Fraas, M, et al. Evidence-based cognitive rehabilitation: Updated review of the literature from 2003 through 2008. Arch Phys Med Rehabil 2011;92(4):519–30.Google Scholar
72.Beardmore, S. Does information and feedback improve children’s knowledge and awareness of deficits after traumatic brain injury? Neuropsychol Rehabil 1999;9(1):4562.Google Scholar
73.Missiuna, C., DeMatteo, C., Hanna, S., Mandich, A., Law, M., Mahoney, W., et al. Exploring the use of cognitive intervention for children with acquired brain injury. Phys Occupat Ther Pediatrics 2010;30(3):205–19.Google Scholar
74.Butler, R. W., Copeland, D. R., Fairclough, D. L., Mulhern, R. K., Katz, E. R., Kazak, A. E., et al. A multicenter, randomized clinical trial of a cognitive remediation program for childhood survivors of a pediatric malignancy. J Consulting Clin Psychol. 2008;76(3):367–78.Google Scholar
75.Chan, D. Y. K., Fong, K. N. K. The effects of problem-solving skills training based on metacognitive principles for children with acquired brain injury attending mainstream schools: A controlled clinical trial. Disabil Rehabil 2011;33(21–22):2023–32.Google Scholar
76.Hacker, D. J. Definitions and empirical foundations. In: Dunlosky, J, Graesser, AC, editors. Metacognition in Educational Theory and Practice (The Educational Psychology Series, vol. xiv). Mahwah, NJ: Lawrence Erlbaum Associates; 1998.Google Scholar
77.Hessels, M. G. P., Hessels-Schlatter, C., Bosson, M. S., Balli, Y. Metacognitive teaching in a special education class. J Cogn Educ Psychol 2009;8(2):182201.Google Scholar
78.Feeney, T. J. Structured flexibility: The use of context-sensitive self-regulatory scripts to support young persons with acquired brain injury and behavioral difficulties. J Head Trauma Rehabil 2010;25(6): 416–25.CrossRefGoogle ScholarPubMed
79.Feeney, T. J., Ylvisaker, M. Context-sensitive behavioral supports for young children with TBI: Short-term effects and long-term outcome. J Head Trauma Rehabil 2003;18(1):3351.CrossRefGoogle ScholarPubMed
80.Feeney, T., Ylvisaker, M. Context-sensitive cognitive-behavioural supports for young children with TBI: A replication study. Brain In 2006;20(6):629–45.Google Scholar
81.Ylvisaker, M., DeBonis, D. Executive function impairment in adolescence: TBI and ADHD. Topics Language Disord 2000;20(2):2957.Google Scholar
82.Ylvisaker, M., Feeney, T. J. Collaborative Brain Injury Intervention: Positive Everyday Routines, vol. xii. San Diego, CA: Singular Publishing Group; 1998. 330 p.Google Scholar
83.Ylvisaker, M., editor. Cognitive rehabilitation: Executive functions. In: Traumatic Brain Injury Rehabilitation: Children and Adolescents (2nd ed). Woburn, MA: Butterworth-Heinemann; 1998. p. 247.Google Scholar
84.Polatajko, H. J., Mandich, A. D., Miller, L. T., Macnab, J. J. Cognitive Orientation to Daily Occupational Performance (CO-OP). Phys Occup Ther Pediatrics 2001;20(2–3):83106.Google Scholar
85.Levine, B., Robertson, I. H., Clare, L., Carter, G., Hong, J., Wilson, B. A., et al. Rehabilitation of executive functioning: An experimental-clinical validation of goal management training. J Int Neuropsychol Soc 2000;6(3):299312.CrossRefGoogle ScholarPubMed
86.Miotto, E. C., Evans, J. J., Souza de Lucia, M. C. Rehabilitation of executive dysfunction: A controlled trial of an attention and problem solving treatment group. Neuropsychol Rehabil 2009;19(4):517–40.Google Scholar
87.Spikman, J. M., Boelen, D. H. E., Lamberts, K. F., Brouwer, W. H., Fasotti, L. Effects of a multifaceted treatment program for executive dysfunction after acquired brain injury on indications of executive functioning in daily life. J Int Neuropsychol Soc 2010;16(1):118–29.CrossRefGoogle ScholarPubMed
88.von Cramon, D. Y., Cramon, G. M., Mai, N. Problem-solving deficits in brain-injured patients: A therapeutic approach. Neuropsychol Rehabil 1991;1(1):4564.Google Scholar
89.Bertens, D., Fasotti, L., Boelen, D. H. E., Kessels, R. P. C. A randomized controlled trial on errorless learning in goal management training: Study rationale and protocol. BMC Neurol 2013;13:64.CrossRefGoogle ScholarPubMed
90.Bertens, D., Kessels, R. P. C., Fiorenzato, E., Boelen, D. H. E., Fasotti, L. Do old errors always lead to new truths? A randomized controlled trial of errorless goal management training in brain-injured patients. J Int Neuropsychol Soc 2015;21(8):639–49.Google Scholar
91.Feeney, T. J., Ylvisaker, M. Context-sensitive cognitive-behavioral supports for young children with TBI: A second replication study. J Positive Behavior Interv 2008;10(2):115–28.Google Scholar
92.Glang, A., Singer, G., Cooley, E., Tish, N. Tailoring direct instruction techniques for use with elementary students with brain injury. J Head Trauma Rehabil 1992;7(4):93108.Google Scholar
93.Suzman, K. B., Morris, R. D., Morris, M. K., Milan, M. A. Cognitive-behavioral remediation of problem solving deficits in children with acquired brain injury. J Behavior Ther Exp Psychiatry 1997;28(3):203–12.Google Scholar
94.Bettcher, B. M., Giovannetti, T., Macmullen, L., Libon, D. J. Error detection and correction patterns in dementia: A breakdown of error monitoring processes and their neuropsychological correlates. J Int Neuropsychol Soc 2008;14(2):199208.Google Scholar
95.Yochim, B. P., Baldo, J. V., Kane, K. D., Delis, D. C. D-KEFS Tower Test performance in patients with lateral prefrontal cortex lesions: The importance of error monitoring. J Clin Exp Neuropsychol 2009;31(6):658–63.Google Scholar
96.Ownsworth, T., Fleming, J., Tate, R., Shum, D. H., Griffin, J., Schmidt, J., et al. Comparison of error-based and errorless learning for people with severe traumatic brain injury: Study protocol for a randomized control trial. Trials 2013;14(1):369.Google Scholar
97.Ownsworth, T., Fleming, J., Desbois, J., Strong, J., Kuipers, P. A metacognitive contextual intervention to enhance error awareness and functional outcome following traumatic brain injury: A single-case experimental design. J Int Neuropsychol Soc 2006;12(01):5463.Google Scholar
98.Piolino, P, Hisland, M, Ruffeveille, I, Matuszewski, V, Jambaqué, I, Eustache, F. Do school-age children remember or know the personal past? Conscious Cogn 2007;16(1):84101.Google Scholar
99.Nelson, K., Fivush, R. The emergence of autobiographical memory: A social cultural developmental theory. Psychol Rev 2004;111(2):486511.Google Scholar
100.Perner, J., Dienes, Z. Developmental aspects of consciousness: How much theory of mind do you need to be consciously aware? Conscious Cogn. 2003;12(1):6382.Google Scholar
101.Levine, B., Schweizer, T. A., O’Connor, C., Turner, G., Gillingham, S., Stuss, D. T., et al. Rehabilitation of executive functioning in patients with frontal lobe brain damage with goal management training. Front Hum Neurosci [Internet]. February 17, 2011 [cited July 27, 2012];5. Available from: www.ncbi.nlm.nih.gov/pmc/articles/PMC3043269/Google Scholar
102.Goverover, Y,, Johnston, M. V., Toglia, J., DeLuca, J. Treatment to improve self-awareness in persons with acquired brain injury. Brain Inj 2007;21(9):913–23.CrossRefGoogle ScholarPubMed
103.Wade, S. L., Wolfe, C. R., Brown, T. M., Pestian, J. P. Can a Web-based family problem-solving intervention work for children with traumatic brain injury? Rehabil Psychol 2005;50(4):337–45.Google Scholar
104.Wade, S. L., Walz, N. C., Carey, J., Williams, K. M., Cass, J., Herren, L., et al. A randomized trial of teen online problem solving for improving executive function deficits following pediatric traumatic brain injury. J Head Trauma Rehabil 2010;25(6):409–15.Google Scholar
105.Wade, S. L., Taylor, H. G., Cassedy, A., Zhang, N., Kirkwood, M. W., Brown, T. M, et al. Long-term behavioral outcomes after a randomized, clinical trial of counselor-assisted problem solving for adolescents with complicated mild-to-severe traumatic brain injury. J Neurotrauma 2015;32(13):967–75.CrossRefGoogle ScholarPubMed
106.Kurowski, B. G., Wade, S. L., Kirkwood, M. W., Brown, T. M., Stancin, T., Taylor, H. G. Online problem-solving therapy for executive dysfunction after child traumatic brain injury. Pediatrics 2013;132(1):e158166.Google Scholar
107.Kurowski, B. G., Wade, S. L., Kirkwood, M. W., Brown, T. M., Stancin, T., Taylor, H. G. Long-term benefits of an early online problem-solving intervention for executive dysfunction after traumatic brain injury in children: A randomized clinical trial. JAMA Pediatr 2014;168(6):523–31.Google Scholar
108.Parker, D. R., Boutelle, K. Executive function coaching for college students with learning disabilities and ADHD: A new approach for fostering self-determination. Learning Disabil Res Prac 2009;24(4):204–15.Google Scholar
109.Blair, C., Raver, C. C. Closing the achievement gap through modification of neurocognitive and neuroendocrine function: Results from a cluster randomized controlled trial of an innovative approach to the education of children in kindergarten. PLoS One [Internet]. 2014 Nov 12 [cited October 8, 2015];9(11). Available from: www.ncbi.nlm.nih.gov/pmc/articles/PMC4229187/Google Scholar
110.Lillard, A. The early years: Evaluating Montessori education. Science 2006;313(5795):1893–4.Google Scholar
111.Riggs, N. R., Greenberg, M. T., Kusché, C. A., Pentz, M. A. The mediational role of neurocognition in the behavioral outcomes of a social-emotional prevention program in elementary school students: Effects of the PATHS Curriculum. Prev Sci 2006;7(1):91102.Google Scholar
112.Raver, C. C., Jones, S. M., Li-Grining, C. P., Metzger, M., Champion, K. M., Sardin, L. Improving preschool classroom processes: Preliminary findings from a randomized trial implemented in Head Start settings. Early Childhood Res Quart 2008;23(1):1026.Google Scholar
113.Raver, C. C., Gershoff, E. T., Aber, J. L. Testing equivalence of mediating models of income, parenting, and school readiness for white, black, and hispanic children in a national sample. Child Dev 2007;78(1):96.CrossRefGoogle ScholarPubMed
114.Diamond, A. Want to optimize executive functions and academic outcomes? Minn Symp Child Psychol 2014;37:205–32.Google Scholar
115.Jacob, R., Parkinson, J. The potential for school-based interventions that target executive function to improve academic achievement: A review. Rev Educat Res 2015;85(4):512–52.Google Scholar
116.Chaddock, L., Pontifex, M. B., Hillman, C. H., Kramer, A. F. A review of the relation of aerobic fitness and physical activity to brain structure and function in children. J Int Neuropsychol Soc 2011;17(6):975–85.Google Scholar
117.Hillman, C. H., Pontifex, M. B., Castelli, D. M., Khan, N. A., Raine, L. B., Scudder, M. R., et al. Effects of the FITKids randomized controlled trial on executive control and brain function. Pediatrics 2014;134(4):e1063–71.Google Scholar
118.Hillman, C. H., Erickson, K. I., Kramer, A. F. Be smart, exercise your heart: Exercise effects on brain and cognition. Nat Rev Neurosci 2008;9(1):5865.Google Scholar
119.Khan, N. A., Hillman, C. H. The relation of childhood physical activity and aerobic fitness to brain function and cognition: A review. Pediatr Exerc Sci 2014;26(2):138–46.Google Scholar
120.Davis, C. L., Tomporowski, P. D., McDowell, J. E., Austin, B. P., Miller, P, H., Yanasak, N. E., et al. Exercise improves executive function and achievement and alters brain activation in overweight children: A randomized, controlled trial. Health Psychol 2011;30(1):91–8.Google Scholar
121.Pontifex, M. B., Saliba, B. J., Raine, L. B., Picchietti, D. L., Hillman, C. H. Exercise improves behavioral, neurocognitive, and scholastic performance in children with attention-deficit/hyperactivity disorder. J Pediatr 2013;162(3):543–51.Google Scholar
122.Crova, C., Struzzolino, I., Marchetti, R., Masci, I., Vannozzi, G,, Forte, R., et al. Cognitively challenging physical activity benefits executive function in overweight children. J Sports Sci 2014;32(3):201–11.Google Scholar
123.Lakes, K. D., Hoyt, W. T. Promoting self-regulation through school-based martial arts training. J Appl Dev Psychol 2004;25(3):283302.Google Scholar
124.Eisenberg, M. A., Meehan, W. P., Mannix, R. Duration and course of post-concussive symptoms. Pediatrics 2014;133(6):9991006.Google Scholar
125.Gagner, C., Landry-Roy, C., Lainé, F., Beauchamp, M. H. Sleep–wake disturbances and fatigue after pediatric traumatic brain injury: A systematic review of the literature. J Neurotrauma 2015;32(20):1539–52.Google Scholar
126.Bjorklund, D. F. Learning to think on their own: executive function, strategies and problem-solving. In: Children’s Thinking: Cognitive Development and Individual Differences. Belmont, CA: Wadsworth, Cengage Learning; 2011.Google Scholar
127.Selznick, L., Savage, R. C. Using self-monitoring procedures to increase on-task behavior with three adolescent boys with brain injury. Behav Interv 2000;15(3):243–60.Google Scholar
128.Walker, A. J., Onus, M., Doyle, M., Clare, J., McCarthy, K. Cognitive rehabilitation after severe traumatic brain injury: A pilot programme of goal planning and outdoor adventure course participation. Brain Inj 2005;19(14):1237–41.Google Scholar
129.Catroppa, C., Anderson, V., Muscara, F. Rehabilitation of executive skills post-childhood traumatic brain injury (TBI): A pilot intervention study. Dev Neurorehabil 2009;12(5):361–9.Google Scholar
130.Wade, S. L., Walz, N. C., Carey, J., McMullen, K. M., Cass, J., Mark, E., et al. Effect on behavior problems of teen online problem-solving for adolescent traumatic brain injury. Pediatrics 2011;128(4):e947953.Google Scholar
131.Hart, T. Treatment definition in complex rehabilitation interventions. Neuropsychol Rehabil 2009;19(6):824–40.Google Scholar
132.Borrelli, B., Sepinwall, D., Ernst, D., Bellg, A. J., Czajkowski, S., Breger, R., et al. A new tool to assess treatment fidelity and evaluation of treatment fidelity across 10 years of health behavior research. J Consult Clin Psychol 2005;73(5): 852–60.Google Scholar
133.MacLean, P. The Triune Brain in Evolution [Internet]. New York: Plenum Press. 1990 [cited May 3, 2017]. Available from: https://books.google.com/books/about/The_Triune_Brain_in_Evolution.html?hl=fr&id=4PmLFmNdHL0CGoogle Scholar
134.Toglia, J., Johnston, M. V., Goverover, Y., Dain, B. A multicontext approach to promoting transfer of strategy use and self regulation after brain injury: An exploratory study. Brain Inj 2010;24(4):664–77.Google Scholar
135.Toglia, J. P. Generalization of treatment: A multicontext approach to cognitive perceptual impairment in adults with brain injury. Am J Occup Ther 1991;45(6):505–16.Google Scholar
136.Baldwin, V. N., Powell, T. Google Calendar: A single case experimental design study of a man with severe memory problems. Neuropsychol Rehabil 2014 29;120.Google Scholar
137.Sokhadze, E. M., Baruth, J. M., Sears, L., Sokhadze, G. E., El-Baz, A. S., Casanova, M. F. Prefrontal neuromodulation using rTMS improves error monitoring and correction function in autism. Appl Psychophysiol Biofeedback 2012;37(2):91102.Google Scholar
138.Acosta, M. T., Leon-Sarmiento, F. E. Repetitive transcranial magnetic stimulation (rTMS): New tool, new therapy and new hope for ADHD. Curr Med Res Opin 2003;19(2): 125–30.Google Scholar
139.Glang, A., Todis, B., Sublette, P., Brown, B. E., Vaccaro, M. Professional development in TBI for educators: The importance of context. J Head Trauma Rehabil 2010;25(6):426–32.Google Scholar

Save book to Kindle

To save this book to your Kindle, first ensure [email protected] is added to your Approved Personal Document E-mail List under your Personal Document Settings on the Manage Your Content and Devices page of your Amazon account. Then enter the ‘name’ part of your Kindle email address below. Find out more about saving to your Kindle.

Note you can select to save to either the @free.kindle.com or @kindle.com variations. ‘@free.kindle.com’ emails are free but can only be saved to your device when it is connected to wi-fi. ‘@kindle.com’ emails can be delivered even when you are not connected to wi-fi, but note that service fees apply.

Find out more about the Kindle Personal Document Service.

Available formats
×

Save book to Dropbox

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Dropbox.

Available formats
×

Save book to Google Drive

To save content items to your account, please confirm that you agree to abide by our usage policies. If this is the first time you use this feature, you will be asked to authorise Cambridge Core to connect with your account. Find out more about saving content to Google Drive.

Available formats
×