Targeting the Transition Goals of Teens Through Executive Function Support

2022 ◽  
pp. 004005992110669
Author(s):  
S. Blair Payne ◽  
Elizabeth Swanson
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Goal Setting ◽  
Transition Planning ◽  
Explicit Instruction ◽  
Daily Life ◽  
Individualized Education Programs ◽  
Planning Tool ◽  
Education Programs ◽  
Post Secondary

Executive functions, which begin developing in early childhood, are necessary for the tasks of daily life, such as decision making and planning. Despite their early development, often without teaching, many teens with disabilities need explicit instruction to acquire and apply executive functions each day. Gaps in executive functions directly impact a teens ability to achieve post-secondary success, as executive functions support planning, goal setting, and organization. This article provides instruction on how to support teens with disabilities on three executive functions: (a) building habits that form routines, (b) utilizing sensory reminders to manage time, and (c) applying a planning tool. This article also instructs teachers on embedding executive function instruction within transition planning for individualized education programs.

scholarly journals Executive Function Training in Chronic Traumatic Brain Injury Patients: Study Protocol

2019 ◽  
Author(s):  
Daniel Krawczyk ◽  
Kihwan Han ◽  
David Martinez ◽  
Jelena Rakic ◽  
Matthew Kmiecik ◽  
...  
Keyword(s):  
Traumatic Brain Injury ◽  
Working Memory ◽  
Executive Function ◽  
Brain Injury ◽  
Executive Functions ◽  
Inhibitory Control ◽  
Cognitive Rehabilitation ◽  
Daily Life ◽  
Chronic Phase ◽  
Post Injury

Abstract Background: Some individuals who sustain traumatic brain injuries (TBIs) continue to experience significant cognitive impairments chronically (months-to-years post-injury). Many tests of executive function are insensitive to these executive function impairments, as such impairments may only appear during complex daily life conditions. Daily life often requires us to divide our attention and focus on abstract goals. In the current study, we compare the effects of two one-month electronic cognitive rehabilitation programs for individuals with chronic TBI. The active program (Expedition: Strategic Advantage) focuses on improving goal-directed executive functions including working memory, planning, long-term memory, and inhibitory control by challenging participants to accomplish life-like cognitive simulations. The challenge level of the simulations increase in accordance with participant achievement. The control intervention (Expedition: Informational Advantage) is identical to the active; however, the cognitive demand level is capped preventing participants from advancing beyond a set level. We will evaluate these interventions with a military veteran TBI population. Methods: One hundred individuals will be enrolled in this double-blinded clinical trial (all participants and testers are blinded to condition). Each individual will be randomly assigned to one of two interventions. The primary anticipated outcomes are improvement of daily life cognitive function skills and daily life functions. These are measured by a daily life performance task, which tests cognitive skills, and a survey that evaluates daily life functions. Secondary outcomes are also predicted to include improvements in working memory, attention, planning, and inhibitory control as measured by a neuropsychological test battery. Lastly, neuroimaging measures will be used to evaluate changes in brain networks supporting cognition pre-intervention and post-intervention. Discussion: We will test whether electronically delivered cognitive rehabilitation aimed at improving daily life functional skills will provide cognitive and daily life functional improvements for individuals in the chronic phase of TBI recovery (greater than three months post-injury). We aim to better understand the cognitive processes involved in recovery and the characteristics of individuals most likely to benefit. This study will also address the potential to observe generalizability, or transfer, from a software-based cognitive training tool toward daily life improvement. Trial Registration: ClinicalTrials.gov Identifier: NCT03704116 (retrospectively registered) https://clinicaltrials.gov/ct2/show/NCT03704116?term=tbi+krawczyk&rank=1 Keywords: Cognitive rehabilitation, traumatic brain injury, executive functions, daily life functions, memory, attention, planning. Support: Joint Warfighter Program; U. S. Dept. of Defense W81XWH-16-1-0053

scholarly journals Executive functions and quality of life in children with neurofibromatosis type 1

2021 ◽  
Author(s):  
Arnaud Roy ◽  
Jean-Luc Roulin ◽  
Christèle Gras-Le Guen ◽  
Marie-Laure Corbat ◽  
Sébastien Barbarot
Keyword(s):  
Quality Of Life ◽  
Executive Function ◽  
Executive Functions ◽  
Neurofibromatosis Type 1 ◽  
School Environment ◽  
Daily Life ◽  
Neurofibromatosis Type ◽  
Self Reports

Abstract Background. To examine the impact of executive function disorders on health-related quality of life (QoL) in children with neurofibromatosis type 1 (NF1). Prospective single-center study among 40 children with NF1 aged 812 years (mean = 9.7, SD = 1.4) and their parents, comparing them with 56 healthy control children matched for age, sex, parental education level, and handedness. We collected children’s self-reports and parents’ proxy reports of QoL with the Kidscreen-52 questionnaire, and measured executive functions by combining seven performance-based tests and a daily life questionnaire completed by parents and teachers. Results. Several QoL domains were significantly impaired in the children with NF1, compared with healthy controls, according to both their self-reports (3 out of 9 scales; Cohen’s d: .40.42) and their parents’ reports (6 out of 9 scales; Cohen’s d: .34.75), with a systematic decrease in the social support and peers and school environment domains. Executive function disorders (Cohen’s d: .641.72) significantly predicted the impairment of QoL domains as perceived by the children or their parents, regardless of the indirect indicators of learning disabilities. Conclusions. Both performance-based executive function scores and behavior ratings of executive functions in daily life by parents and teachers were associated with low QoL levels in the children with NF1. The school environment and social integration appear to be particularly affected, and should therefore be targeted in the management of the disease. 227 words

scholarly journals Executive functions and quality of life in children with neurofibromatosis type 1

2021 ◽  
Vol 16 (1) ◽  
Author(s):  
Arnaud Roy ◽  
Jean-Luc Roulin ◽  
Christèle Gras-Le Guen ◽  
Marie-Laure Corbat ◽  
Sébastien Barbarot
Keyword(s):  
Quality Of Life ◽  
Executive Function ◽  
Executive Functions ◽  
Neurofibromatosis Type 1 ◽  
School Environment ◽  
Daily Life ◽  
Neurofibromatosis Type ◽  
Life Questionnaire

Abstract Background To examine the impact of executive function disorders on health-related quality of life (QoL) in children with neurofibromatosis type 1 (NF1), we conducted a prospective single-center study among 40 children with NF1 aged 8–12 years (mean = 9.7, SD = 1.4) and their parents, comparing them with 56 healthy control children matched for age, sex, parental education level, and handedness. We collected children’s self-reports and parents’ proxy reports of QoL with the Kidscreen-52 questionnaire, and measured executive functions by combining seven performance-based tests and a daily life questionnaire completed by parents and teachers. Results Several QoL domains were significantly impaired in the children with NF1, compared with healthy controls, mainly according to their parents’ reports (3 out of 9 scales; Cohen’s d: 0.57–0.76), with particularly low scores in the social support and peers and school environment domains. Executive function difficulties (Cohen’s d: 0.64–1.72) significantly predicted the impairment of QoL domains as perceived by the children or their parents, regardless of the indirect indicators of learning disabilities. Conclusions Both performance-based executive function scores and behavioral ratings of executive functions in daily life by parents and teachers were associated with low QoL levels in the children with NF1. The school environment and social integration appear to be particularly affected and should therefore be targeted in the management of the disease.

Culturally Responsive Individualized Education Programs: Building Transition Bridges Between Families and Schools

2021 ◽  
pp. 105345122110510
Author(s):  
Brenda L. Barrio
Keyword(s):  
Students With Disabilities ◽  
Culturally Responsive ◽  
Transition Planning ◽  
Linguistically Diverse ◽  
Boundary Crossing ◽  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education ◽  
Cultural Mismatch ◽  
Diverse Backgrounds

Students with disabilities from culturally and linguistically diverse backgrounds often experience barriers and inequities in transition supports and services due to the cultural mismatch of beliefs, values, and expectations between their families and their schools. Though transition planning was designed for students and families to provide input, there is often a lack of space for the family to share their voice and long-term goals in the decision-making process. Through culturally responsive transition individualized education programs, in combination with a person-centered framework, bridging partnerships between the student, family, communities, and schools can be accomplished and built for sustainability. In urban settings and communities, these boundary-crossing collaborations for students with disabilities and their families could be more complex, as additional factors in urban schools are presented. This article presents a practical tool that could guide educators and families from cultural and linguistically diverse backgrounds into depth and breadth in transition individualized education program (IEP) development.

scholarly journals You Got This: Taking a Leadership Role in Your IEP Meeting

2020 ◽  
Vol 17 (11) ◽  
Author(s):  
Morgan Rao ◽  
Laura Golden ◽  
Marsha Langer Ellison
Keyword(s):  
Special Education ◽  
Public Schools ◽  
Transition Planning ◽  
Leadership Role ◽  
Individualized Education Programs ◽  
Special Education Services ◽  
Education Programs ◽  
Individualized Education ◽  
Education Services ◽  
Iep Meeting

This tip sheet provides tips for how students (ages 3 to 21) who receive special education services in public schools can take a leadership role in their individualized education programs (IEP) and transition planning.

scholarly journals Study of the Interaction between Executive Function and Adaptive Behavior at School in Girls with Fragile X Syndrome

Genes ◽  
2021 ◽  
Vol 12 (8) ◽  
pp. 1108
Author(s):  
Lorena Joga-Elvira ◽  
Jennifer Martinez-Olmo ◽  
María-Luisa Joga ◽  
Carlos Jacas ◽  
Ana Roche-Martínez ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Fragile X Syndrome ◽  
Adaptive Behavior ◽  
Neuropsychological Tests ◽  
Rating Scale ◽  
Fragile X ◽  
School Setting ◽  
Control Group ◽  
The Relationship

The aim of this research is to analyze the relationship between executive functions and adaptive behavior in girls with Fragile X syndrome (FXS) in the school setting. This study is part of a larger investigation conducted at the Hospital Parc Tauli in Sabadell. The sample consists of a total of 40 girls (26 with FXS and 14 control) aged 7–16 years, who were administered different neuropsychological tests (WISC-V, NEPSY-II, WCST, TOL) and questionnaires answered by teachers (ABAS-II, BRIEF 2, ADHD Rating Scale). The results show that there is a greater interaction between some areas of executive function (cognitive flexibility, auditory attention, and visual abstraction capacity) and certain areas of adaptive behavior (conceptual, practical, social, and total domains) in the FXS group than in the control group. These results suggest that an alteration in the executive functions was affecting the daily functioning of the girls with FXS to a greater extent.

Executive functions mediate the association between alcohol use and declarative memory symptoms in daily life

AIDS Care ◽  
2021 ◽  
pp. 1-8
Author(s):  
David P. Sheppard ◽  
Anastasia Matchanova ◽  
Sylvie Naar ◽  
Angulique Y. Outlaw ◽  
Sharon L. Nichols ◽  
...  
Keyword(s):  
Alcohol Use ◽  
Executive Functions ◽  
Declarative Memory ◽  
Daily Life

Evaluation of Written Individualized Education Programs

1978 ◽  
Vol 45 (3) ◽  
pp. 207-208 ◽  
Author(s):  
Lee H. Andersen ◽  
Sandra L. Barner ◽  
Harry J. Larson
Keyword(s):  
Individualized Education Programs ◽  
Education Programs ◽  
Individualized Education
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