Executive Functioning In Students Research Articles

Prototype of a digital game for training executive functions in students with cerebral palsy

O objetivo deste estudo foi desenvolver e validar um protótipo de um jogo digital como recurso de Tecnologia Assistiva para o treinamento das funções executivas de memória de trabalho e atenção seletiva em estudantes com paralisia cerebral. Para tanto, o estudo foi desenvolvido em três etapas. A primeira etapa consistiu na análise de um conjunto de diretrizes na literatura que contemplavam informações sobre o desenvolvimento de jogos digitais para estudantes com paralisia cerebral. Na segunda etapa, foi desenvolvido o protótipo do jogo digital na plataforma livre Engine GDevelop, disponível para a construção de jogos digitais. E, na terceira etapa, ocorreu a validação do protótipo do jogo digital junto a especialistas na área de Educação Especial e de jogos, onde foi formado um grupo de discussão composto por seis avaliadoras com experiência em intervenções com estudantes com paralisia cerebral. Os resultados demonstraram que após o consenso do grupo, foi recomendado pelas avaliadoras algumas modificações no desenvolvimento do protótipo. Desse modo, pôde-se concluir que o protótipo do jogo digital atende às funções executivas propostas e pode ser considerado como recurso de Tecnologia Assistiva para o treinamento de estudantes com paralisia cerebral compreendidas até o nível 3 de GMFCS e MACS.

Effectiveness of treatment based on parent-child interaction with virtual education method on the executive functions of students with hyperactivity and attention deficit disorder

Effectiveness of treatment based on parent-child interaction with virtual education method on the executive functions of students with hyperactivity and attention deficit disorder

Students from a Public School in the South of Chile with Better Physical Fitness Markers Have Higher Performance in Executive Functions Tests—Cross-Sectional Study

In the past few years, the level of physical fitness in children has decreased globally. According to the SIMCE test carried out in 2015, 45% of 8th year students in Chile were overweight. Moreover, international studies have shown that being overweight is associated with the development of chronic illnesses, negatively affecting cognitive mechanisms and processes. Nevertheless, there is little to no evidence that analyzes the relationship between physical fitness and executive functions in students, at a national level. The aim was to analyze the relationship between cardiorespiratory, musculoskeletal, and motor fitness, and performance in an executive functions test, in students from a public school in the south of Chile. A qualitative, descriptive -correlational, non-experimental, and cross-sectional approach was used. In total, 100 students between 9 and 12 and 11 months of age from a public school in the south of Chile completed the physical fitness assessments through the ALPHA fitness test, and 81 students completed the executive function assessments through the ENFEN test. It was evidenced that students who achieved a longer duration of time and a later stage in the Course Navette test, more centimeters in the standing broad jump (SBJ) test, and a shorter duration in the 4 × 10 shuttle run obtained a better score in the gray trail test. Additionally, students who presented a stronger dominant handgrip scored higher in the colored trail tests. We conclude that students who show a higher level of physical fitness also present a better development of executive functions such as working memory and inhibitory control. In addition, these results suggest physical condition is a factor to consider for better cognitive and school performance.

Effectiveness of treatment based on parent-child interaction with virtual education method on the executive functions of students with hyperactivity and attention deficit disorder

Background and purpose: People with attention deficit hyperactivity disorder are characterized by hyperactivity, impulsivity and inattention. The present study was conducted with the aim of the effectiveness of parent-child interaction therapy with virtual education method on the executive functions of students with hyperactivity and attention deficit disorder. Methods: The research method was quasi-experimental, with a pre-test and post-test design with a control group. The statistical population of the study was all children aged 10 to 12 years in the 19th district of Tehran in 2021 who were suffering from hyperactivity and attention deficit. The sample size of 30 people was determined by the purposeful sampling method, this number of people was divided into two groups by the matching method, the number of each group was 15 people, and an experimental group received treatment based on parent-child interaction through virtual training. And the control group did not receive any treatment program. The research tool was the executive functions questionnaire of Gerard et al. (2000). The method of data analysis was univariate and multivariate covariance analysis and Spss.22 software. Results: The findings of the research showed that the treatment based on parent-child interaction with the virtual education method is effective on the executive functions of students with hyperactivity and attention deficit (p<0.05). Conclusion: It can be concluded that the treatment based on parent-child interaction with the virtual education method can be effective in improving the executive functions of students with hyperactivity and attention deficit disorder.

Comparing the effectiveness of brain-based learning training and self-regulation training on the executive functions of students with learning disabilities in reading

Background and Aim: Considering the fundamental role of education and development of executive functions in enhancing academic, educational, and social capabilities, and the challenges faced by students with learning disorders due to weaknesses in executive function components, the current research aimed to compare the effectiveness of brain-based learning and self-regulatory training on the executive functions of students. Methods: This study, in line with its objectives, was an applied research employing a quasi-experimental design, using a pre-test, immediate post-test, and delayed post-test (follow-up) with a control group. The population consisted of all female students in district two of Kerman city, totaling 6,515 individuals. The sample included 60 ten-year-old female students selected through multi-stage cluster sampling. Within each cluster, individuals were chosen using simple random sampling. Each group - the control group, the brain-based learning group, and the self-regulatory training group - consisted of 20 students and received 16 sessions of 45 minutes each, focusing on executive functions. At the end of the training, an immediate test and a follow-up test two months later were conducted to assess the sustainability of the intervention. The measurement tools of this research included the fourth-grade reading book, Stroop Test (2006), Wisconsin Card Sorting Test (1948), Continuous Performance Test (1956), and N-Back Test. The data were analyzed using repeated measures test within the framework of multivariate analysis of covariance (MANCOVA) using SPSS-V.24 software. Results: The results indicated a difference in the effectiveness of brain-based learning and self-regulatory training on executive functions of students with reading learning disorders. Specifically, the improvement in the brain-based learning group was more significant than that in the self-regulatory training group (P < 0.05). Conclusion: Therefore, it can be concluded that educational interventions, especially brain-based learning, can be effective and efficient strategies to enhance the performance and skills of students, particularly those with reading disorders.

An Electronic Program based on The Quality Matters ™ Rubric Standards (QM) and its Impact on Reading Achievement and Executive Functions among Students with Reading Disabilities and Attention Deficit and Hyperactivity Disorder

The present study aims at investigating the impact of an electronic reading program based on Quality Matters (QM) on reading achievement and executive functions among students with reading disabilities and attention Deficit and hyperactivity disorder. 
 The population of the study included all third grade students reading disabilities and attention Deficit and hyperactivity disorder in Asir region. The sample of the study contained seven students who were purposively selected to participate in the experiment. 
 The researcher has prepared a test to measure the students’ reading achievement and executive functions. The test was developed through reviewing the relevant literature of the topic being studied and consulting the experts in special education, psychology and educational measurement. The validity and reliability of the test were ensured as well. 
 In addition, the researcher developed an electronic reading program for developing reading achievement and executive functions of students with reading disabilities and attention Deficit and hyperactivity disorder. The program was developed to fulfill the needs of the students at this particular age. The present study used the quasi-experimental design to examine the impact of the electronic program on reading achievement and executive functions. For the statistical purpose, Wilcoxon Test were utilized to answer the Study questions. The results of this study revealed that there was a statistically significant difference between the Pre and post measurement in reading achievement and executive functions; this difference was in favor of post measurement.

The Effectiveness of Cognitive Rehabilitative Program on Executive Functions in Children With Dyscalculia

Objective Students’ academic success is crucial for families, educators, and the community. Specific learning disorder reduces students’ academic performance and makes education difficult. Because of the rising prevalence of learning disorders (especially dyscalculia), it is necessary to pay more attention to dyscalculia, its diagnosis, and assessment to develop new interventions and scientific strategies to reduce symptoms. Negative consequences of math problems in early childhood probably affect the individual and social aspects of life until adulthood. As far as we know, most children with dyscalculia have significant problems in executive functions, so the application of effective educational methods on executive functions will improve cognitive functions and learning. The present study was conducted to determine the effectiveness of a cognitive rehabilitation program on the executive functions of students with dyscalculia. Materials & Methods This research was a quasi-experimental study with a pre-test-post-test design with a control group. The statistical population consisted of all 8 to 12 years old students who were studying in specific schools for learning disorders in the 2020-2021 academic year in Sanandaj City, Iran. Thirty children (17 boys and 13 girls) were selected by convenience method and assessed using the Iranian Key Math Test. Then, 28 students with one standard deviation lower than the mean (≤85 points) were diagnosed as dyscalculic, and their parents signed a written consent form. Students were excluded if they had seizures and epilepsy, or other neurodevelopmental disorders or were absent more than two times from intervention sessions. All students were matched according to gender and age and randomly assigned to the experimental (7 boys and 7 girls) and control groups (8 boys and 6 girls). The executive functions of all students were assessed by the Behavioral Rating Inventory for Executive Functions (BRIEF). The experimental group individually participated in 12 sessions (twice a week; 30 to 45 minutes per session) and was trained by the cognitive rehabilitation program. However, the control group only attended the mainstream curriculum. Again, all students were assessed by the BRIEF in the last session and 5 weeks later in the follow-up. The obtained data were analyzed by using analysis of variance with repeated measures. Results The findings showed that the cognitive rehabilitation program has significantly influenced executive functions and their components (behavior regulation and metacognition) in students with dyscalculia. According to the eta quotient, 42%, 32%, and 43% of the variances of executive functions, behavior regulation, and metacognition of the experimental group, respectively, have been explained by participating in the cognitive rehabilitation program. In addition, the program’s effectiveness lasted for a 5-week follow-up later. Conclusion Considering the effectiveness of cognitive rehabilitation programs on executive functions, designing and implementing the same rehabilitative programs not only improves the executive functions of students with dyscalculia but also prevents their problems relating to learning academic skills.

Karate: Effective tools to improve social, emotional, and executive functions of students with autism

Patients with Autism Spectrum Disorder (ASD) are increasing daily, requiring appropriate intervention. Martial arts can improve their social, emotional, and executive functioning. This study uses karate martial art to reduce social dysfunction, emotional dysfunction, and stereotyped behavior in children with autism. The Single Subject Research (SSR) method was used with an A-B design that includes two research stages: baseline and intervention stages. Data was collected using a questionnaire adapted from ICD-10 and DSM-IV once a week. The samples used were four children with autism in SLB Lab UM. After training for six weeks, the data were analyzed using the SSR method to present the results in graphical form. The study results illustrated that the emotional, social, and executive functions in children with ASD increased. Karate training can be used as therapy for children with autism to improve and develop their social, emotional, and executive functions. This research has a limited number of involved subjects and needs an extended duration of intervention for future research. This research confirmed that karate could be an alternative therapy to improve the development of students with autism.

Epidemiology of body dysmorphic disorder among adolescents: A study of their cognitive functions.

BackgroundBody dysmorphic disorder (BDD) is characterized by a preoccupation with an imagined defect in one's appearance. In case of a slight physical anomaly, the person would experience an excessive concern. This disorder causes cognitive dysfunction.PurposeThe aim of this study was to examine epidemiology of body dysmorphic disorder among students at secondary schools of the first and second stage in Shiraz, Iran. It also compares executive functions in students with BDD to healthy students.MethodsThe Body Dysmorphic Disorder Questionnaire (BDDQ), Stroop Color and Word Test (SCWT),Wisconsin Card Sorting Test (WCST), Tower of London test (ToL), and Trail Making Test (TMT) were measured in participants with BDD (N = 52; M age = 16.20; SD = 1.03) and healthy control group (N = 52; M age = 15.91; SD = 0.96).ResultsThe frequency of BDD was significantly higher in women than men (14.8% vs. 6.8%), and its prevalence was 10.4% in total. There was a significant difference between the two groups of students concerning attentional set‐shifting, inhibition of cognitive interference, visual‐spatial searching, and sequencing, but not problem‐solving tasks.ConclusionsStudents with BDD have cognitive deficits, which need to be addressed in cognitive rehabilitation.

Smartphone management styles and smartphone addiction: The mediating role of hot executive functions in students

Smartphone management styles and smartphone addiction: The mediating role of hot executive functions in students

Effects of Sport-Based Interventions on Children's Executive Function: A Systematic Review and Meta-Analysis.

One of the most studied aspects of children’s cognitive development is that of the development of the executive function, and research has shown that physical activity has been demonstrated as a key factor in its enhancement. This meta-analysis aims to assess the impact of specific sports interventions on the executive function of children and teenagers. A systematic review was carried out on 1 November 2020 to search for published scientific evidence that analysed different sports programs that possibly affected executive function in students. Longitudinal studies, which assessed the effects of sports interventions on subjects between 6 and 18 years old, were identified through a systematic search of the four principal electronic databases: Web of Science, PubMed, Scopus, and EBSCO. A total of eight studies, with 424 subjects overall, met the inclusion criteria and were classified based on one or more of the following categories: working memory, inhibitory control, and cognitive flexibility. The random-effects model for meta-analyses was performed with RevMan version 5.3 to facilitate the analysis of the studies. Large effect sizes were found in all categories: working memory (ES −1.25; 95% CI −1.70; −0.79; p < 0.0001); inhibitory control (ES −1.30; 95% CI −1.98; −0.63; p < 0.00001); and cognitive flexibility (ES −1.52; 95% CI −2.20; −0.83; p < 0.00001). Our analysis concluded that healthy children and teenagers should be encouraged to practice sports in order to improve their executive function at every stage of their development.

Enhancing Executive Function While Addressing Learner Variability in Inclusive Classrooms

Executive function is an umbrella term involving working memory, planning, organization, social inhibition, self-regulation, and cognitive flexibility. It is an area where many students with disabilities struggle. This column describes practical ways to enhance executive functioning in students with disabilities using the universal design for learning framework and executive function coaching.

Cognitive Mediators of School-Related Socio-Adaptive Behaviors in ASD and Intellectual Disability Pre- and Adolescents: A Pilot-Study in French Special Education Classrooms.

The school inclusion of students with autism is still a challenge. To address the cognitive underpinnings of school-related adaptive behaviors, 27 students with autism and 18 students with intellectual and/or severe learning disability, aged from 11 to 17, were recruited. They underwent socio-emotional processing and executive functioning assessments, as well as school-related adaptive behavior and quality of life measurements. Both groups performed equally on socio-emotional and executive assessments, and they reported the same low quality of life. However, students with autism exhibited more limitations than the students with intellectual disabilities on complex school adaptive behaviors (socialization and autonomy) and problem behaviors, but both groups performed equally on more basic adaptive behaviors (school routines, communication). Multiple regression analyses highlighted between-group differences in terms of adaptive functioning profiles, which were linked with different cognitive predictors according to students’ medical conditions. The greater school-related limitations of students with autism were mostly explained by socio-emotional performance, while IQ (intellectual quotient) mostly explained the comparable between-group limitations. The low quality of life of both groups was slightly explained by executive performance. The role of both socio-emotional and executive functioning in students’ adaptive behaviors and quality of life suggests remediation targets for promoting the school inclusion of students with autism.

أثر برنامج تدریبی قائم على الیقظة العقلیة فى تحسین الوظائف التنفیذیة لدى التلامیذ ذوى اضطراب الانتباه وفرط النشاط The effect of a training program based on Mindfulness to improve executive functions among students with attention deficit disorder and hyperactivity

هدف البحث الحالى إلى الکشف عن فاعلیة برنامج تدریبی قائم على الیقظة العقلیة فى تحسین الوظائف التنفیذیة واضطراب الانتباه وفرط النشاط لدى عینة بلغ قوامها (60) تلمیذ وتلمیذة من تلامیذ الصفوف من الرابع إلى السادس الابتدائی ذوى اضطراب الانتباه وفرط النشاط تمتد أعمارهم من ( 9-12 ) سنة بمتوسط عمرى (9.7) وانحراف معیارى ( 0.523 )، تم تقسیمهم إلى مجموعتین (30) تلمیذ وتلمیذة للمجموعة التجریبیة، و (30) تلمیذ وتلمیذة للمجموعة الضابطة، وتضمنت أدوات الدراسة ( اختبار کاتل للذکاء المقیاس الثانی الصورة ب، مقیاس الوظائف التنفیذیة إعداد الباحثة، ومقیاس الیقظة العقلیة ترجمة کمال اسماعیل، 2017، واختبار اضطراب الانتباه وفرط النشاط فتحى الزیات، 2007، والبرنامج التدریبی إعداد الباحثة، وتم استخدام اختبار (ت) لدلالة الفروق بین المتوسطات، وقد أشارت النتائج إلى فاعلیة البرنامج التدریبی فى تحسین الوظائف التنفیذیة لدى التلامیذ ذوى اضطراب الانتباه وفرط النشاط The present study aims at revealing the effectiveness of the training program is based on mindfulness to improve executive functions and attention deficit hyperactivity disorder among Primary School Students, the study sample consisted of (60) male and female students in the fourth , fifth and six grade at the primary school at Benha Educational Administration , Qalubiya Governorate during the academic Year 2017-2018. The final of the sample was the age of 9-12 years old ,the following tools will be used in the present study: Intelligence Kattel test , Attention Deficit Hyperactivity Test by Fathi Elziat 2007 , Mindfulness Scale by Kamal Ismail 2016 ,Executive Functions Scale by The present researcher , Findings indicated effectiveness of the training program is based on Mindfulness to improve executive functions in students with ADHD.

Development of a Neuropsychological Rehabilitation Program for Executive Functions in Students with Developmental Dyslexia

Neuropsychological rehabilitation and self-regulated learning models are commonly used in intervention programs for students with learning disorders. However, systematic programs with this same objective are scant. Here we describe the development and evaluation of a neuropsychological rehabilitation program for the executive functions of students with dyslexia. The program is separated in stages comprising: theoretical basis foundation, definition of session structures and development of support material, evaluation by three expert judges, revision, and elaboration of the final version. The final program consists of thirty sessions divided into four modules, including (1) psychoeducation; (2) orientation for parents and teachers; (3) executive functions applied to study competencies; and (4) executive functions applied to reading comprehension. Judges evaluated 53 items associated with theoretical basis, clinical principles, support material and modules. The items were distributed on the Likert scale as inadequate (0), partially adequate (1), and adequate (2). Five items had an agreement index of 67%, the rest had 100%. The Kappa coefficients were “excellent” (theoretical basis, clinical principles and orientation module) or “satisfactory” (support materials, psycho-education modules, competencies and reading). Suggestions from the judges were incorporated into the program’s final version. A discussion of our results sheds light on the possible implications of the program for the stimulation of executive functioning in developmental dyslexia.

Executive Functions in children of 9 and 12 years old in Montessori Method

We emphasize the importance of the executive functions from an early age and how they keep developing throughout childhood.The study’s main objective is to study the correlation between the time students have been in a Montessori school and sexes, with the executive functions. As for the more specific objectives, we consider the assessment of the executive functions in a Montessori school and to determine the level of the executive functions in students. This work, outlines the evaluation of neuropsycological development and the executive functions in a group of boys and girls from CCE Montessori Palau Girona school. To this end, the administration of the test ENFEN (Portellano et al. 2009) and CUMANES (Portellanoet al.2012) has been conducted and we have focused on two sub-tests from each one. Together, we have evaluated a total of 30 primary school pupils aged 9 and 12. From the results, we have analyzed the strong and weak points, and a proposal for intervention from them has been made so they can serve as a basis for the future. No differences in the results of the executive functions evaluated have been observed between the sexes but within the different ages there have been differences. It was observed that for most of the executive functions a positive slope, although not significant, between the time the students enrolled in the Montessori methodology and a higher positive score in the executive functions, being more significant with the youngest, 9 year olds. A greater significance in males versus females was also observed. In conclusion, no differences were found in the executive functions of students respect to sexes but a higher score in the executive functions related to a longer period of time enrolled in the Montessori methodology was observed.

Why are they late? Timing abilities and executive control among students with learning disabilities

While a deficient ability to perform daily tasks on time has been reported among students with learning disabilities (LD), the underlying mechanism behind their ‘being late' is still unclear. This study aimed to evaluate the organization in time, time estimation abilities, actual performance time pertaining to specific daily activities, as well as the executive functions of students with LD in comparison to those of controls, and to assess the relationships between these domains among each group. The participants were 27 students with LD, aged 20–30, and 32 gender and age-matched controls who completed the Time Organization and Participation Scale (TOPS) and the Behavioral Rating Inventory of Executive Function-Adult version (BRIEF-A). In addition, their ability to estimate the time needed to complete the task of preparing a cup of coffee as well as their actual performance time were evaluated. The results indicated that in comparison to controls, students with LD showed significantly inferior organization in time (TOPS) and executive function abilities (BRIEF-A). Furthermore, their time estimation abilities were significantly inferior and they required significantly more time to prepare a cup of coffee. Regression analysis identified the variables that predicted organization in time and task performance time among each group. The significance of the results for both theoretical and clinical implications are discussed.What this paper adds?This study examines the underlying mechanism of the phenomena of being late among students with LD. Following a recent call for using ecologically valid assessments, the functional daily ability of students with LD to prepare a cup of coffee and to organize time were investigated. Furthermore, their time estimation and executive control abilities were examined as a possible underlying mechanism for their lateness. Although previous studies have indicated executive control deficits among students with LD, to our knowledge, this is the first analysis of the relationships between their executive control and time estimation deficits and their influence upon their daily function and organization in time abilities. Our findings demonstrate that students with LD need more time in order to execute simple daily activities, such as preparing a cup of coffee. Deficient working memory, retrospective time estimation ability and inhibition predicted their performance time and organization in time abilities. Therefore, this paper sheds light on the mechanism behind daily performance in time among students with LD and emphasizes the need for future development of focused intervention programs to meet their unique needs.

Neuropsychological rehabilitation program for promoting executive functioning in students with developmental dyslexia

Neuropsychological rehabilitation program for promoting executive functioning in students with developmental dyslexia

Strategies for Addressing the Executive Function Impairments of Students Prenatally Exposed to Alcohol and Other Drugs

Students who have been exposed prenatally to alcohol or other drugs are susceptible to a range of developmental problems— from mild to severe. In this article, the authors review critical learning and behavioral problems of children exposed prenatally to alcohol and other drugs, with a specific focus on executive function deficits. They discuss various risk factors associated with prenatal drug exposure so that educators may better understand the nature of the problem and choose more effective classroom interventions that address the executive function deficits of these students. Many of the suggested interventions are also appropriate for developing executive functioning in students with attention-deficit disorders, traumatic brain injury, autism, and other disorders associated with deficits in executive functions.