Skip to main content Accessibility help

We use cookies to distinguish you from other users and to provide you with a better experience on our websites. Close this message to accept cookies or find out how to manage your cookie settings.

Close cookie message
×
  1. Home
  2. Search

Refine search

Refine search

Access:
Content type:
Publication date:
Apply   From and To filters
Subject: Show more
Journals Show more
Publishers: Show more
Societies Show more
Series: Show more
Collections: Show more

Actions for selected content:

Select all | Deselect all
  • View selected items
  • Export citations
  • Download PDF (zip)
  • Save to Kindle
  • Save to Dropbox
  • Save to Google Drive

Save Search

You can save your searches here and later view and run them again in "My saved searches".

Please provide a title, maximum of 40 characters.
Cancel
×

1 results

  • 5 - Executive Function and School Performance

  • from Part I - Individual-Level Academic Interventions
  • Edited by Frank C. Worrell, University of California, Berkeley, Tammy L. Hughes, Duquesne University, Pittsburgh, Dante D. Dixson, Michigan State University
  • Book:
    The Cambridge Handbook of Applied School Psychology
    Published online:
    18 September 2020
    Print publication:
    17 September 2020, pp 64-82

  • Summary

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