Executive Skills Research Articles

Assessing the Language Abilities of Preterm-Born Children: An Examination of Standardized Testing and Language Sample Analysis.

To understand how best to assess the language abilities of preterm-born children, this study: (a) compared preterm- and term-born children's language skills using standardized testing and language sample analysis (LSA), (b) investigated how executive function skills and the language sampling context respectively affect standardized test and LSA scores, and (c) examined the pattern of associations between standardized test and LSA scores among preterm-/term-born groups. Twenty-five term-born and 23 preterm-born 2-year-old singletons were administered the language scales of the Bayley Scales of Infant and Toddler Development-Third Edition (receptive communication, expressive communication, language composite scores). Parent-child free-play recordings were used to quantify the (para)linguistic features of the children's speech. Executive function was measured via parent report. The preterm-born group obtained significantly lower scores than the term-born group on all Bayley language measures (though differences were not consistently observed when using cutoff scores). Few preterm-term differences in LSA measures were found. The preterm-term differences in Bayley scores were not explained by between-group differences in executive function. Some preterm-term differences in LSA scores were moderated by the language sampling context. The preterm- and term-born groups exhibited different patterns of Bayley-LSA correlations. Preterm language difficulties were more apparent on standardized test than LSA scores. Nonetheless, the Bayley-LSA correlations indicate that poor test performance (linked with preterm birth) is associated with functional communication difficulties. The discussion outlines the complementary utility of standardized tests and LSA while acknowledging the limited utility of cutoff scores and the confounding influence of the language sampling context. https://doi.org/10.23641/asha.26142661.

Effects of Donepezil on Clinical Symptoms, Language, and Executive Skills in Individuals with Autism Spectrum Disorder: A Systematic Review

Background. This study assessed the potential efficacy of donepezil in treating autism spectrum disorder (ASD), a neurodevelopmental condition characterized by social communication difficulties and repetitive behaviors. Donepezil, primarily used to treat Alzheimer’s disease as an acetylcholinesterase inhibitor, has gained attention as a potential treatment for ASD symptoms. Methods. Following PRISMA guidelines, a systematic review was conducted to investigate the effects of donepezil on individuals with ASD. Outcome measures assessed various aspects of ASD, including language skills, executive function, behavior, and core symptoms. Nine studies were identified, including four randomized controlled trials (RCTs), three retrospective studies, one open-label trial, and one case report. Results. One RCT reported significant improvements in expressive and receptive language skills, especially in younger children. Another study combining donepezil with choline supplementation showed enhanced receptive language skills, particularly in younger participants. An open-label trial indicated improved rapid eye movement sleep patterns in autistic children treated with donepezil. Several retrospective studies reported improvements in behavioral symptoms, such as aggression and hyperactivity. However, other RCTs did not find statistically significant improvements in executive functioning. Conclusion. In general, donepezil use in ASD demonstrates promise in specific areas, notably language development and behavioral symptom management. However, the results are contradictory, requiring further research to clarify its role, optimal dosing, long-term effects, and potential side effects in individuals with ASD. Practical Implications. Donepezil can be used to improve the clinical global impression and language skills of people with ASD.

Role of AICTE-IDEA Lab in Experiential Learning and Acquisition of Multidisciplinary Skills for Execution of Undergraduate Projects

Role of AICTE-IDEA Lab in Experiential Learning and Acquisition of Multidisciplinary Skills for Execution of Undergraduate Projects

Executive Functions and Stuttering Severity in Persian Adults

Introduction: Fluent speech requires executive functions to identify, inhibit, and modify speech interruptions to continuously regulate the speech process. The current study aims to examine the executive functions in adults who stutter (AWS) and adults who do not stutter (AWNS). We also examined the relationship between executive functions and stuttering severity. Materials and Methods: This research is a cross-sectional descriptive-analytic study. The participants included 32 AWS (Mean±SD of age=28±6.79) divided into three groups of mild, moderate, and severe severity and 32 AWNS (Mean±SD of age=28.57±6.53). Selected tests from the Delis-Kaplan executive function system (D-KEFS) were used to assess executive function domains. Results: The results of this study showed that AWS performed significantly lower than AWNS in working memory (P=0.009), problem-solving and planning (P<0.001), verbal cognitive flexibility (shifting) (P<0.001), and verbal inhibitory control (P<0.001). The results also showed no difference between AWS and AWNS in non-verbal inhibition, shifting, and reasoning. Furthermore, a significant relationship was observed between stuttering severity and executive function domains. Conclusion: This study showed that executive function skills are affected in AWS and should be considered in the rehabilitation programs of AWS.

Urdu Translation & Validation of Executive Skills Questionnaire-Revised: A Self-Report Tool of Executive Functioning

Executive functions (EF) include skills such as working memory, inhibition and cognitive flexibility that are required for efficient functioning in all disciplines of life, be it personal, educational or professional. The assessment of EF skills using task-based instruments or self-report forms is a debatable topic in research arena. The current study focused on translation and psychometric analysis of a comprehensive yet short and freely available tool of EF skills; Executive Skills Questionnaire-Revised (Strait et al., 2019) in Urdu language. The study followed a rigorous tool translation procedure including forward and back translation. Data was collected from 294 undergraduate students; both boys (n=142) and girls (n=152) aged 18-21 years (M= 19.2, SD=0.98) enrolled in various public sector higher educational institutes of Lahore, Pakistan. Data collection was followed by analysis which included use of descriptive statistics to analyze demographic characteristics and calculation of Cronbach’s alpha of sub-scales to determine internal consistency. Item total correlation was then calculated. Analysis further included Exploratory Factor Analysis (EFA) and Confirmatory Factor Analysis (CFA). Results revealed the internal consistency of all sub-scales in acceptable range having Cronbach alpha value ranging from 0.72-0.80. CFA confirmed the 5-factor structure of the translated tool similar to the original tool. All fit indices were found to be excellent. Results revealed the ESQ-R Urdu as a valid and reliable tool to assess EF skills in student population.

EDUCATIONAL AUTONOMY AS AN IMPORTANT PREREQUISITE FOR THE FORMATION OF FUTURE PHDS’ RESEARCH COMPETENCE IN THE CONDITIONS OF POSTGRADUATE STUDIES

The trend of student-centred education in higher education institutions imposes new requirements on standards within the achievement of professional competencies. This leads to the popularisation of such a technology as learning autonomy, which requires analysis from the perspective of its application in the ed- ucational space of higher education institutions. The relevance of this research is determined by the necessity to develop skills in future Doctors of Phi- losophy (PhD candidates) to independently plan their learning and research activities within the conditions of postgraduate studies. The resolution of this task is based on the skills of implementing goal-setting, pro- ject planning, and reflection strategies. On the basis of current educational trends, it becomes possible to analyse learning autonomy as an effective way of teaching future PhD candidates to ensure the successful implementation of their future professional and research activities. The purpose of this research is to examine the concept of “learning autonomy” as an effective meth- od of increasing the awareness of future PhD candidates in the process of developing research competence in terms of postgraduate studies. To achieve this goal, the following tasks were formulated: to consider learning autonomy as an effec- tive method of teaching and personal development of future PhD candidates; to analyse the scientific lit- erature on the stated issue and draw parallels between the definitions of “autonomous learning” and “in- dependent work”; to identify the main advantages of learning autonomy in the context of developing re- search competence. To achieve the aforementioned tasks, the following theoretical research methods were applied: the method of deduction, content analysis, formalisation, method of generalisation, and systematisation of the results of the existing studies on the stated issue. Study results. The results of the study revealed that the concept of “learning autonomy” is relevant in the context of modern education. Noting the absence of a unanimously accepted definition of this term in pedagogy, the article examines various interpretations proposed by both foreign and domestic researchers. On the basis of the conducted analysis of definitions, the article incorporates our own understanding of the concept of “learning autonomy”, emphasising its special importance for future PhD candidates with- in the conditions of postgraduate studies for the successful and effective development of research compe- tence.The article characterises the main descriptors that comprise learning autonomy, namely: the ability to set goals, target-oriented execution skills, the ability to self-reflect, intellectual independence, interac- tion and cooperation, self-governance skills, conscious, and effective independent management of learn- ing activities. Relying on practical experience, methods for enhancing learning autonomy have been identified in- cluding problem-based teaching, and partially search, research and project methods. The leading strategies of autonomous learning activities for future PhD candidates were identified as follows: primary and auxil- iary ones. The primary strategies include learning material acquisition strategies, educational-information- al, cognitive, compensatory, creative, and specialised strategies. Auxiliary strategies encompass metacog- nitive and socio-emotional strategies. It has been concluded that the development of such personal qualities as independence and autono- my is a necessary condition for carrying out independent activities, ensuring the success and continuity of the process of professional development of future specialists within the conditions of postgraduate studies, and the development of their research competence.

Putting Together the Pieces of Effective Instruction

Following the instructional methods of structured literacy is not entirely different from jigsaw puzzle assembly. The author reflects on similarities between effective literacy instruction and experiences assembling jigsaw puzzles. Both involve sequential, cumulative instruction; varying levels of explicit instruction; and assessment. Motivation, engagement, executive function skills, and strategy use play important parts as well.

Documenting and analyzing pre-reflective self-consciousness underlying ongoing performance optimization in elite athletes: the theoretical and methodological approach of the course-of-experience framework.

Traditional theories of motor learning emphasize the automaticity of skillful actions. However, recent research has emphasized the role of pre-reflective self-consciousness accompanying skillful action execution. In the present paper, we present the course-of-experience framework as a means of studying elite athletes' pre-reflective self-consciousness in the unfolding activity of performance optimization. We carried out a synthetic presentation of the ontological and epistemological foundation of this framework. Then we illustrated the methodology by an in-depth analysis of two elite windsurfers' courses of experience. The analysis of global and local characteristics of the riders' courses of experience reveal (a) the meaningful activities accompanying the experience of ongoing performance optimization; (b) the multidimensionality of attentional foci and the normativity of performance self-assessment; and (c) a micro-scale phenomenological description of continuous improvement. These results highlight the fruitfulness of the course-of-experience framework to describe the experience of being absorbed in an activity of performance optimization.

Toward a mechanistic understanding of the association between motor and executive function skill development in early childhood

Toward a mechanistic understanding of the association between motor and executive function skill development in early childhood

Early cognitive assessment in premature infants: the discriminatory value of eye-tracking vs. Bayley Scales.

The testing of visuocognitive development in preterm infants shows strong interactions between perinatal characteristics and cognition, learning and overall neurodevelopment evolution. The assessment of anticipatory gaze data of object-location bindings via eye-tracking can predict the neurodevelopment of preterm infants at the age of 3 years; little is known, however, about the early cognitive function and its assessment methods during the first year of life. The current study presents data from a novel assessment tool, a Delayed Match Retrieval (DMR) paradigm via eye-tracking was used to measure visual working memory (VWM) and attention skills. The eye-tracking task that was designed to measure infants' ability to actively localize objects and to make online predictions of object-location bindings. 63 infants participated in the study, 39 preterm infants and 24 healthy full term infants - at a corrected age of 8-9 months for premature infants and similar chronological age for full term infants. Infants were also administered the Bayley Scales of Infant and Toddler Development. The analysis of the Bayley scores showed no significant difference between the two groups while the eye-tracking data showed a significant group effect on all measurements. Moreover, preterm infants' VWM performance was significantly lower than full term's. Birth weight affected the gaze time on all Areas Of Interest (AOIs), overall VWM performance and the scores at the Cognitive Bayley subscale. Furthermore, preterm infants with fetal growth restriction (FGR) showed significant performance effects in the eye-tracking measurements but not on their Bayley scores verifying the high discriminatory value of the eye gaze data. Visual working memory and attention as measured via eye-tracking is a non-intrusive, painless, short duration procedure (approx. 4-min) was found to be a significant tool for identifying prematurity and FGR effects on the development of cognition during the first year of life. Bayley Scales alone may not pick up these deficits. Identifying tools for early neurodevelopmental assessments and cognitive function is important in order to enable earlier support and intervention in the vulnerable group of premature infants, given the associations between foundational executive functional skills and later cognitive and academic ability.

Educational robotics or unplugged coding activities in kindergartens?: Comparison of the effects on pre-school children's computational thinking and executive function skills

This study compares the effects of coding education with educational robot and unplugged coding activities on pre-school students' computational thinking and executive function skills. This study used a pre-test and post-test comparison group quasi-experimental design. The study was conducted in a public kindergarten with 48 pre-school students (24 educational robot- BeeBot® group and 24-unplugged coding group) aged 5-6. The TechCheck-K test was used to measure computational thinking skills, and Executive Functions Battery-Computerized Touch was used to measure executive function skills. The process started with pre-test applications and ended with post-tests after four weeks (16 different sessions) of the implementation in both groups. The study found a statistically significant difference between the computational thinking pre-test and post-test scores of pre-school students in both groups in favor of the post-test. It was determined that there was a statistically significant difference in favor of the educational robot group between the post-test scores of computational thinking skills. In addition, when the findings regarding executive functions were evaluated, there was a statistically significant difference between the pre-test and post-test scores of total executive function in favor of the post-test in both groups. However, it was observed that there was no statistically significant difference between the post-test scores of both groups in terms of total executive function skills scores. In addition, when the post-test scores of pre-school students in two groups were evaluated, it was determined that there was no significant difference in computational thinking and executive function skills according to gender. Consequently, it was determined that coding education with an educational robot was more effective for gaining computational thinking skills than unplugged coding activities for pre-school students. However, it was observed that there was no difference between the two groups in terms of the development of executive function skills in pre-school education.

Exergames and autism spectrum disorder

The aim of this study is, through an integrative literature review, to verify the effects of interventions based on exergaming on executive functions and motor skills in children with ASD. This study is an integrative review of the literature structured in the Pubmed and Medline database with the descriptors verified in DeCs/Mesh: “autism spectrum disorder,” “Exergaming,” “Cognition,” “Motor skill” adjunct to the Boolean operator, “AND” or “OR.” The search included integrative reviews, systematic reviews, meta-analyses, randomized clinical trials, and clinical cases in English. Three studies were eligible to be included and analyzed qualitatively in this integrative review. The intervention with exergames for children with ASD produces positive results in increasing the time these children are exposed to physical activities due to the great motivation generated by the game. However, no significant effects were found on the development or gain of motor skills.

The Neural Correlates of Response Inhibition across the Transition from Infancy to Toddlerhood: An fNIRS study

Abstract The transition from late infancy into toddlerhood represents a fundamental period in early development. During this time, the prefrontal cortex (PFC) is undergoing structural and functional maturation processes that parallel the emergence and improvement of executive function skills, such as inhibitory control. Despite the importance of this developmental period, relatively little is known about the emergence and development of response inhibition, a form of inhibitory control, and the associated neural substrates across this key transition. Using functional near-infrared spectroscopy (fNIRS), an optical imaging technique suitable for imaging the developing brain, and an age-appropriate response inhibition task, we investigated the brain regions associated with response inhibition in 16-month-old toddlers. This pre-registered study extends our previous work with 10-month-old infants (Fiske et al., 2022) as it follows the same cohort of participants, now at 16-months of age. Whilst our previous work demonstrated that 10-month-old infants recruited right-lateralised regions of the PFC and parietal cortex when inhibition was required, the current study suggests that by 16-months, toddlers recruit the left superior parietal gyrus, the right inferior frontal gyrus, and bilateral regions of the dorsolateral PFC and orbital frontal cortex. Although there was no longitudinal change in response inhibition performance, more widespread, bilateral regions of the PFC were recruited during response inhibition at 16-months compared to 10 months. We acknowledge the need for replication of these results. Nevertheless, our findings suggest that the transition from infancy to toddlerhood may constitute an important period of reorganisation of the PFC that might support the development of early inhibitory control processes.

Activity-Dependent Remodeling of Corticostriatal Axonal Boutons During Motor Learning.

Motor skill learning induces long-lasting synaptic plasticity at not only the inputs, such as dendritic spines1-4, but also at the outputs to the striatum of motor cortical neurons5,6. However, very little is known about the activity and structural plasticity of corticostriatal axons during learning in the adult brain. Here, we used longitudinal in vivo two-photon imaging to monitor the activity and structure of thousands of corticostriatal axonal boutons in the dorsolateral striatum in awake mice. We found that learning a new motor skill induces dynamic regulation of axonal boutons. The activities of motor corticostriatal axonal boutons exhibited selectivity for rewarded movements (RM) and un-rewarded movements (UM). Strikingly, boutons on the same axonal branches showed diverse responses during behavior. Motor learning significantly increased the fraction of RM boutons and reduced the heterogeneity of bouton activities. Moreover, motor learning-induced profound structural dynamism in boutons. By combining structural and functional imaging, we identified that newly formed axonal boutons are more likely to exhibit selectivity for RM and are stabilized during motor learning, while UM boutons are selectively eliminated. Our results highlight a novel form of plasticity at corticostriatal axons induced by motor learning, indicating that motor corticostriatal axonal boutons undergo dynamic reorganization that facilitates the acquisition and execution of motor skills.

Visuospatial, oculomotor, and executive reading skills evolve in elementary school, and errors are significant: a topological RAN study.

We investigate the development of visuospatial and oculomotor reading skills in a cohort of elementary school children. Employing a longitudinal methodology, the study applies the Topological serial digit Rapid Automated Naming (Top-RAN) battery, which evaluates visuospatial reading skills leveraging metrics addressing crowding, distractors, and voluntary attention orientation. The participant pool comprises 142 students (66 males, 76 females), including 46 non-native speakers (21 males, 25 females), representing a diverse range of ethnic backgrounds. The Top-RAN dataset encompasses performance, error, and self-correction metrics for each subtest and student, underscoring the significance of these factors in the process of reading acquisition. Analytical methods include dimensionality reduction, clustering, and classification algorithms, consolidated into a Python package to facilitate reproducible results. Our results indicate that visuospatial reading abilities vary according to the task and demonstrate a marked evolution over time, as seen in the progressive decrease in execution times, errors, and self-corrections. This pattern supports the hypothesis that the growth of oculomotor, attentional, and executive skills is primarily fostered by educational experiences and maturation. This investigation provides valuable insights into the dynamic nature of these skills during pivotal educational stages.

Dysexecutive symptomatology in everyday functioning and academic achievement in adolescents.

During the educational stage, academic achievement depends on various social, family, and personal factors. Among the latter, executive skills in everyday life play a significant role in dealing with the academic demands of adolescents. Therefore, the aim of this study is to ascertain the effects of executive symptomatology in everyday functioning on academic achievement in adolescents. The study involved 910 students aged between 13 and 15 years (M = 14.09, SD = 0.68) from both public and private schools in the Community of Madrid. The DEX, BDEFS-CA, and BRIEF-SR questionnaires were utilised to assess executive difficulties, while grades in language, mathematics, and natural sciences were used as a measure of academic achievement. The data revealed statistically significant differences in working memory, emotional control, materials organisation, and task completion. In relation to language and natural sciences subjects. In the case of mathematics, emotional control and task completion were significant variables. Our results indicate that certain executive skills that are manifested in everyday life activities can contribute, albeit in a variable way, to academic achievement in the subjects studied. This aspect is relevant insofar as it allows us to develop preventive interventions based on the executive training of these everyday skills.

Effectiveness of Mindfulness-Based Interventions in Enhancing Sports Performance

Purpose: The aim of the study was to assess the effectiveness of mindfulness-based interventions in enhancing sports performance. Methodology: This study adopted a desk methodology. A desk study research design is commonly known as secondary data collection. This is basically collecting data from existing resources preferably because of its low cost advantage as compared to a field research. Our current study looked into already published studies and reports as the data was easily accessed through online journals and libraries. Findings: The study found that mindfulness-based interventions (MBIs) hold promise in enhancing sports performance across various disciplines. The study indicate that athletes who engage in mindfulness practices experience improvements in attentional control, emotional regulation, and stress management, all of which are critical for optimal athletic performance. By cultivating present-moment awareness and fostering a non-judgmental attitude toward thoughts and sensations, athletes can better focus on the task at hand, manage competitive pressure, and maintain peak performance under stressful conditions. Furthermore, MBIs have been shown to facilitate skill acquisition and execution, as well as promote recovery and injury rehabilitation. Overall, these findings highlight the potential of incorporating mindfulness training into sports training programs to enhance athletes' mental resilience and overall performance. However, further research is needed to elucidate the specific mechanisms through which mindfulness exerts its effects on sports performance and to optimize the integration of MBIs into athletic training regimens. Implications to Theory, Practice and Policy: Self-determination theory, cognitive-behavioral theory and flow theory may be used to anchor future studies on assessing effectiveness of mindfulness-based interventions in enhancing sports performance. Develop evidence-based mindfulness training programs tailored specifically for athletes across different sports disciplines and performance levels. Advocate for the integration of mindfulness training into athlete development programs at the grassroots, elite, and professional levels.

Estimating Agent Skill in Continuous Action Domains

Actions in most real-world continuous domains cannot be executed exactly. An agent’s performance in these domains is influenced by two critical factors: the ability to select effective actions (decision-making skill), and how precisely it can execute those selected actions (execution skill). This article addresses the problem of estimating the execution and decision-making skill of an agent, given observations. Several execution skill estimation methods are presented, each of which utilize different information from the observations and make assumptions about the agent’s decision-making ability. A final novel method forgoes these assumptions about decision-making and instead estimates the execution and decision-making skills simultaneously under a single Bayesian framework. Experimental results in several domains evaluate the estimation accuracy of the estimators, especially focusing on how robust they are as agents and their decision-making methods are varied. These results demonstrate that reasoning about both types of skill together significantly improves the robustness and accuracy of execution skill estimation. A case study is presented using the proposed methods to estimate the skill of Major League Baseball pitchers, demonstrating how these methods can be applied to real-world data sources.

DANCE SKILLS EXECUTION HESITATION OF TERTIARY EDUCATION PHYSICAL EDUCATION (PE) INSTRUCTORS OF DAVAO DEL NORTE: A PHENOMENOLOGICAL STUDY

This research study employed a qualitative research design, specifically phenomenological approach, with the aim of uncovering and understanding the lived experiences of tertiary education PE instructors concerning dance skills execution hesitation. The study involved 14 PE instructors who were selected through purposive sampling technique in accordance with the inclusion criteria, and the data were analyzed using coding and thematic analysis. The findings of the study revealed the experiences of the participants, including difficulty in dance demonstrations, experiencing doubt and uncertainty, strengthening the foundation of dance, mastering dance techniques, poor foundation in dance education, and confidence and positivity in dancing. Conversely, the participants employed the following coping mechanisms to get through the challenges they have faced: utilization of online teaching materials, seeking help from others, nurturing dance proficiency through multiple strategies, mastering the fundamentals before instruction, and continuous learning of dance skills. Additionally, the following insights were drawn from their experiences: provision of professional development about dance skills, nurturing positive mindset and attitude, cultivate confidence and self-esteem, having constant practice for proficiency, and learning through research. The findings of the study suggest that a holistic approach to supporting PE instructors in overcoming dance skills execution hesitation should include continual training, psychological support, and pedagogical innovation to ensure effective delivery of dance education in tertiary education. KEYWORDS: Physical education, PE instructors, dance skills, execution, hesitation, tertiary education, Davao del Norte

The effectiveness of an executive function program for individuals diagnosed with autism spectrum disorder

AbstractAutistics/individuals with autism spectrum disorder (ASD) commonly display deficits in executive functioning. These deficits negatively impact social success and the autistic's/individual with ASD's ability to form meaningful friendships. Yet, there is limited research provided for the effective teaching of executive functioning skills to autistics/individuals with ASD. The current study provides an evidence‐based behavior analytic approach for developing executive functioning skills for autistics/individuals diagnosed with ASD. The study also provides the preliminary steps to creating a curriculum that is easy to implement and uses minimal resources. Finally, the study extends current literature on the Teaching Interaction Procedure (TIP) and evaluates the effectiveness of the TIP for developing executive functioning skills for older children diagnosed with ASD. The executive function program resulted in acquisition of all six targeted executive functioning skills for all the participants. While generalization and maintenance data were slightly variable across participants, all three participants displayed improvement in executive functioning skills following the implementation of the executive function program and a social validity assessment indicated that the participants were satisfied with the skills taught, the treatment, and the outcomes.