A Bibliometric Review of Executive Function as Cognitive Endophenotypes in Parents of Children with Neurodevelopmental Disorders

Attention deficit hyperactivity disorder (ADHD) is one of the widely prevalent externalizing disorders from the category of neurodevelopmental disorders. With the constant rise in the diagnosis of a number of cases presenting ADHD or ADHD-like symptoms, the need to understand issues as experienced by the student requires the right interventions for effective management. The core challenges in the area of academics and overall presentation lie with the executive function deficits that the child has. Hence, addressing those and working on skills like attention, working memory, response inhibition, goal setting, planning, problem solving, and organization has to be considered as part of the management plan. The current chapter explores evidence-based issues and strategies to be targeted in the classroom set up for students with ADHD. It also highlights some classroom-specific strategies, which can be focused by the teachers and remedial therapists.

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The Effect of Physical Activity Interventions on Executive Function Among People with Neurodevelopmental Disorders: A Meta-Analysis

Journal of Autism and Developmental Disorders ◽

10.1007/s10803-021-05009-5 ◽

2021 ◽

Author(s):

Ming-Chih Sung ◽

Byungmo Ku ◽

Willie Leung ◽

Megan MacDonald

Keyword(s):

Physical Activity ◽

Executive Function ◽

Neurodevelopmental Disorders ◽

Meta Analysis ◽

Physical Activity Interventions

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Executive function, repetitive behaviour and restricted interests in neurodevelopmental disorders

Research in Developmental Disabilities ◽

10.1016/j.ridd.2021.104166 ◽

2022 ◽

Vol 122 ◽

pp. 104166

Author(s):

Victoria Perry ◽

Katherine Ellis ◽

Jo Moss ◽

Sarah R. Beck ◽

Gursharan Singla ◽

...

Keyword(s):

Executive Function ◽

Neurodevelopmental Disorders ◽

Repetitive Behaviour ◽

Restricted Interests

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Investigating functional brain network integrity using a traditional and novel diagnostic system for neurodevelopmental disorders

10.1101/396317 ◽

2018 ◽

Author(s):

Dina R. Dajani ◽

Catherine A. Burrows ◽

Paola Odriozola ◽

Adriana Baez ◽

Mary Beth Nebel ◽

...

Keyword(s):

Executive Function ◽

Functional Connectivity ◽

Neurodevelopmental Disorders ◽

Autism Spectrum ◽

Brain Network ◽

Group Differences ◽

Behavioral Measures ◽

Functional Brain ◽

Diagnostic Categories ◽

Functional Brain Network

AbstractBackgroundCurrent diagnostic systems for neurodevelopmental disorders do not have clear links to underlying neurobiology, limiting their utility in identifying targeted treatments for individuals. Several factors contribute to this issue, including the use of small samples in neuroimaging research and heterogeneity within diagnostic categories. Here, we aimed to investigate differences in functional brain network integrity between traditional diagnostic categories (autism spectrum disorder [ASD], attention-deficit/hyperactivity disorder [ADHD], typically developing [TD]) and carefully consider the impact of comorbid ASD and ADHD on functional brain network integrity in a large sample. We also assess the neurobiological validity of a novel, potential alternative nosology based on behavioral measures of executive function.MethodFive-minute resting-state fMRI data were obtained from 168 children (128 boys, 40 girls) with ASD, ADHD, comorbid ASD and ADHD, and TD children. Independent component analysis and dual regression were used to compute within- and between-network functional connectivity metrics at the individual level.ResultsNo significant group differences in within- nor between-network functional connectivity were observed between traditional diagnostic categories (ASD, ADHD, TD) even when stratified by comorbidity (ASD+ADHD, ASD, ADHD, TD). Similarly, subgroups classified by executive functioning levels showed no group differences.ConclusionsUsing clinical diagnosis and behavioral measures of executive function, no group differences were observed among the categories examined. Therefore, we suggest that brain imaging metrics may more effectively define clinical subgroups than behavioral metrics, and may contribute to the establishment of a neurobiologically valid nosology for neurodevelopmental disorders.

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Effects of acute exercise on executive function in children with and without neurodevelopmental disorders

The Journal of Physical Fitness and Sports Medicine ◽

10.7600/jpfsm.5.57 ◽

2016 ◽

Vol 5 (1) ◽

pp. 57-67 ◽

Cited By ~ 3

Author(s):

Keishi Soga ◽

Keita Kamijo ◽

Hiroaki Masaki

Keyword(s):

Executive Function ◽

Neurodevelopmental Disorders ◽

Acute Exercise

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Early executive function deficit in preterm children and its association with neurodevelopmental disorders in childhood: a literature review

International Journal of Adolescent Medicine and Health ◽

10.1515/ijamh.2012.042 ◽

2012 ◽

Vol 24 (4) ◽

pp. 291-299 ◽

Cited By ~ 21

Author(s):

Jing Sun ◽

Nicholas Buys

Keyword(s):

Prefrontal Cortex ◽

Executive Function ◽

Neurodevelopmental Disorders ◽

Autism Spectrum ◽

Abnormal Development ◽

Childhood And Adolescence ◽

Preterm Children ◽

Memory Inhibition ◽

On Line ◽

The Right

Abstract The purpose of this study is to examine the association of deficits of executive function (EF) and neurodevelopmental disorders in preterm children and the potential of assessing EF in infants as means of early identification. EF refers to a collection of related but somewhat discrete abilities, the main ones being working memory, inhibition, and planning. There is a general consensus that EF governs goal-directed behavior that requires holding those plans or programs on-line until executed, inhibiting irrelevant action and planning a sequence of actions. EF plays an essential role in cognitive development and is vital to individual social and intellectual success. Most researchers believe in the coordination and integrate cognitive–perceptual processes in relation to time and space, thus regulating higher-order cognitive processes, such as problem solving, reasoning, logical and flexible thinking, and decision-making. The importance of the maturation of the frontal lobe, particularly the prefrontal cortex, to the development of EF in childhood has been emphasized. Therefore, any abnormal development in the prefrontal lobes of infants and children could be expected to result in significant deficits in cognitive functioning. As this is a late-maturing part of the brain, various neurodevelopmental disorders, such as autism spectrum disorders, attention deficit hyperactivity disorder, language disorders, and schizophrenia, as well as acquired disorders of the right brain (and traumatic brain injury) impair EF, and the prefrontal cortex may be particularly susceptible to delayed development in these populations. The deficits of EF in infants are persistent into childhood and related to neurodevelopmental disorders in childhood and adolescence.

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Executive Functions and Clinical and Academic Outcomes in Speech-Language Pathology Graduate Students

Perspectives of the ASHA Special Interest Groups ◽

10.1044/2020_persp-19-00143 ◽

2020 ◽

Vol 5 (5) ◽

pp. 1221-1230

Author(s):

Jane Roitsch ◽

Kimberly A. Murphy ◽

Anastasia M. Raymer

Keyword(s):

Executive Function ◽

Academic Outcomes ◽

Graduate Program ◽

Performance Outcomes ◽

Future Research ◽

Speech Language Pathology ◽

Grade Point ◽

Praxis Ii ◽

Language Pathology ◽

Preliminary Study

Purpose The purpose of this study was to investigate executive function measures as they relate to clinical and academic performance outcomes of graduate speech-language pathology students. Method An observational design incorporating correlations and stepwise multiple regressions was used to determine the strength of the relationships between clinical outcomes that occurred at various time points throughout the graduate program (clinical coursework grades throughout the program and case study paper scores at the end of the program), academic outcomes (graduate grade point average and Praxis II exam in speech-language pathology scores), and executive function (EF) scores (EF assessment scores, self-reported EF scores). Participants were 37 students (36 women, M age = 24.1) in a master's degree program in speech-language pathology at a southeastern U.S. university during the 2017–2018 academic year. Results Findings of this preliminary study indicated that a limited number of objective EF scores and self-reported EF scores were related to clinical and academic outcomes of graduate speech-language pathology students. Conclusion As results of this preliminary study suggest that EF tests may be related to clinical and academic outcomes, future research can move to study the potential role of EF measures in the graduate admissions process in clinical graduate programs such as speech-language pathology.

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Clinical Decision-Making for Stroke and Aphasia in the Older Adult

Perspectives on Gerontology ◽

10.1044/gero14.1.4 ◽

2009 ◽

Vol 14 (1) ◽

pp. 4-11 ◽

Cited By ~ 1

Author(s):

Jacqueline Hinckley

Keyword(s):

Executive Function ◽

Cerebrovascular Disease ◽

Cognitive Abilities ◽

Clinical Decision Making ◽

Clinical Decision ◽

Cognitive Profile ◽

Focal Lesion ◽

Cognitive Profiles ◽

Supportive Communication ◽

Spaced Retrieval

Abstract A patient with aphasia that is uncomplicated by other cognitive abilities will usually show a primary impairment of language. The frequency of additional cognitive impairments associated with cerebrovascular disease, multiple (silent or diagnosed) infarcts, or dementia increases with age and can complicate a single focal lesion that produces aphasia. The typical cognitive profiles of vascular dementia or dementia due to cerebrovascular disease may differ from the cognitive profile of patients with Alzheimer's dementia. In order to complete effective treatment selection, clinicians must know the cognitive profile of the patient and choose treatments accordingly. When attention, memory, and executive function are relatively preserved, strategy-based and conversation-based interventions provide the best choices to target personally relevant communication abilities. Examples of treatments in this category include PACE and Response Elaboration Training. When patients with aphasia have co-occurring episodic memory or executive function impairments, treatments that rely less on these abilities should be selected. Examples of treatments that fit these selection criteria include spaced retrieval and errorless learning. Finally, training caregivers in the use of supportive communication strategies is helpful to patients with aphasia, with or without additional cognitive complications.

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