School-based Animal-Assisted Interventions for Children with Deficits in Executive Function

Objective: To examine the relationship between parenting stress and parent- and teacher-reported executive function difficulties (EFDs) for childhood ADHD. Method: A secondary analysis using linear regression was conducted on parent- and teacher-completed Behavior Rating Inventory of Executive Function and Parenting Stress Indexes for 5- to 12-year-olds ( n = 243) with ADHD. Results: The linear combination of teacher- and parent-reported EFDs accounted for 49% of the variance in child-related parenting stress. Teacher-reported school-based EFDs were relatively inconsequential, having accounted for only 3% of this variance. This stress is best explained by EFDs with emotional control in the school environment and parent-reported EFDs with emotional control, inhibit, monitor, and shift. Conclusion: Parent-reported EFDs, and less so school-based EFDs, are related to parenting stress, but only in regard to EFDs likely underpinning behavioral outbursts and those likely underpinning the daily hassles of providing specialized care to children with ADHD.

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Impacting Urban Students’ Academic Achievement and Executive Function Through School-Based Arts Integration Programs

SAGE Open ◽

10.1177/2158244018773131 ◽

2018 ◽

Vol 8 (2) ◽

pp. 215824401877313

Author(s):

Taylor E. Moss ◽

Matthew J. Benus ◽

Elizabeth A. Tucker

Keyword(s):

Academic Achievement ◽

Executive Function ◽

Arts Integration ◽

Urban Students ◽

School Based

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Acquired and Developmental Executive Dysfunction: Common Intervention Principles

Perspectives on School-Based Issues ◽

10.1044/sbi15.4.134 ◽

2014 ◽

Vol 15 (4) ◽

pp. 134-140 ◽

Cited By ~ 1

Author(s):

Lynn Drazinski

Keyword(s):

Executive Function ◽

Executive Dysfunction ◽

Speech Language Pathologists ◽

Speech Language Pathologist ◽

School Based ◽

Developmental Issue ◽

Common Intervention

When school-based speech-language pathologists encounter executive dysfunction, it is typically related to a developmental issue and is often associated with other diagnoses. There are students, however, who present with acquired executive function that is neurogenic in basis. These may present as very different disorders, yet there are commonalities between the two etiologies of executive dysfunction. This article presents some common principles of intervention for consideration by the school-based speech-language pathologist.

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Effect Of Increased School- Based Physical Activity At Children’S Executive Function. The «Active School» Study

Medicine & Science in Sports & Exercise ◽

10.1249/01.mss.0000487873.73976.38 ◽

2016 ◽

Vol 48 ◽

pp. 959

Author(s):

Silje E. Kvalo ◽

Edvin Bru ◽

Kolbjorn Bronnick ◽

Sindre Dyrstad

Keyword(s):

Physical Activity ◽

Executive Function ◽

School Based ◽

School Study

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Practical Solutions for Executive Function Challenges Created by the Unique Learning Styles of Students with Autism Spectrum Disorder (ASD)

Perspectives on School-Based Issues ◽

10.1044/sbi15.4.141 ◽

2014 ◽

Vol 15 (4) ◽

pp. 141-150 ◽

Cited By ~ 2

Author(s):

Catherine Zenko

Keyword(s):

Autism Spectrum Disorder ◽

Executive Function ◽

Learning Styles ◽

Cognitive Skills ◽

Autism Spectrum ◽

Spectrum Disorder ◽

High Tech ◽

School Based ◽

Academic Supports ◽

Students With Autism

Effective executive functioning skills are essential for students to thrive in an academic setting. Students with autism spectrum disorder (ASD) have documented weaknesses in executive function, making school a challenge. Armed with the knowledge of what ASD is, how it affects learning, and what social and cognitive skills are required in a classroom setting, school-based SLPs play a key role in creating academic supports for students on the spectrum to be successful. Incorporating both low- and high-tech accommodations and supports that focus on the executive function deficits can help students with ASD reach their academic potential.

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