Otero Tulio M, Barker Lauren A, Naglieri Jack A
a Clinical Psy.D. and School Psychology Programs, Chicago School of Professional Psychology , Chicago , Illinois.
Appl Neuropsychol Child. 2014;3(3):205-14. doi: 10.1080/21622965.2014.897903.
This selective review article examines treatment and intervention strategies for executive function (EF) deficits within the school environment. We begin by providing a broad definition of EF. We then examine the scope of EF deficits within the school setting and identify profiles of special populations of students who present with such deficits. A focus is placed on the developmental trajectory that both EF and the frontal lobes follow and how this drives the selection and effectiveness of treatments and interventions at particular "critical periods" throughout a child's academic career. Direct and indirect school-based diagnostic assessment methods to identify EF deficits in students will be briefly reviewed. Against that background, various treatment methods and intervention strategies to remediate both cognitive and affective EF deficits within the confines of the school setting will be presented. Individual and group intervention strategies will be presented as will their current acceptance within the scientific community and applicability to the educational arena. The importance of incorporating school-based neuropsychological assessment methods that aid in the differential diagnosis of academic and behavioral difficulties directly related to EF will also be discussed, as the accurate identification of these impairments is necessary to facilitate data-based decision making when selecting the most appropriate interventions following a developmental model in educational settings. Topics addressing EF treatment modalities and research-based interventions for clinical and school-based practitioners to consider within educational settings will also be presented as suggestions for future research with pediatric populations.
这篇选择性综述文章探讨了学校环境中执行功能（EF）缺陷的治疗和干预策略。我们首先给出执行功能的宽泛定义。然后考察学校环境中执行功能缺陷的范围，并确定存在此类缺陷的特殊学生群体特征。重点关注执行功能和额叶所遵循的发展轨迹，以及这如何推动在儿童学业生涯的特定“关键期”选择治疗方法和干预措施并决定其有效性。将简要回顾用于识别学生执行功能缺陷的直接和间接的基于学校的诊断评估方法。在此背景下，将介绍在学校环境范围内补救认知和情感执行功能缺陷的各种治疗方法和干预策略。还将介绍个体和团体干预策略，以及它们目前在科学界的接受程度和在教育领域的适用性。还将讨论纳入有助于对与执行功能直接相关的学业和行为困难进行鉴别诊断的基于学校的神经心理学评估方法的重要性，因为准确识别这些损伤对于在教育环境中按照发展模型选择最合适的干预措施时促进基于数据的决策是必要的。还将介绍针对临床和学校从业人员在教育环境中考虑的执行功能治疗方式和基于研究的干预措施的主题，作为对儿科人群未来研究的建议。
