Executive Functioning and Learning Disabilities - Page 3

An Excellent Resource

A fine summary of executive function difficulties and learning disabilities can be found in the fifth chapter of a new book titled Executive Function in Education: From Theory to Practice, edited by Dr. Lynn Meltzer (2007, Guilford Press). The chapter discusses some of the core executive function processes that affect academic performance:
 

• Selecting appropriate goals
• Initiating work
• Organizing
• Prioritizing
• Memorizing
• Shifting strategies and being flexibly in thinking
• Self-monitoring/checking

The chapter also includes an explanation of the inter-relationships between strategy use, effort, self concept and academic performance.

Useful sections can also be found on reading comprehension, written language, independent study, homework and long-term projects and test taking. This chapter also addresses the challenge of identifying difficulties in executive function because of "diagnostic fuzziness," a term that means exactly what it sounds like. There is much overlap between the shared behaviors we typically attribute to executive function LD, and ADHD. There is also considerable controversy around how motivation, effort and persistence affect the types of behaviors that fall under the executive function umbrella.

And the part of this chapter that I like the best talks about "intervention approaches" on two different levels: the environment and the person. It offers (as simplified and paraphrased below) a set of principles that are important for teaching all students, and are especially critical for students who show weakness in executive function processes:
 

• Executive function strategies should be taught explicitly and systematically.

• Teach students how when and why specific strategies should be used.

• Embed strategy instruction into the curriculum.

• Students should be encouraged to modify and personalize strategies to match their own learning preferences.

• Practice using strategies with different tasks across content areas.

• Keep motivation high (as being a strategic learner can be very hard work!).

• Help students set realistic goals and use self-monitoring and self-management strategies to identify areas of weakness and self-correct behaviors and performance.

• Make sure that students experience success in using strategies and encourage their consistent use over time.

• Count "strategy use" as part of a student's grade (focus on the "how" of learning, not just the "what")

• Help students understand the limitations of hard work without a strategic plan for learning; effective executive function tools and strategies can greatly improve learning efficiency.

Additional Resources 

Denckla, M.B. (1994). Measurement of executive functioning. In G.R. Lyon (Ed.), Frames of Reference for the Assessment of Learning Disabilities: New Views on Measurement Issues (pp117-142). Baltimore: Paul H. Brookes Publishing Company.

What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders?
A paper by Bonnie D. Singer and Anthony S. Bashir printed in LANGUAGE, SPEECH, AND HEARING SERVICES IN SCHOOLS Vol. 30 265-273 July 1999 © American Speech-Language-Hearing Association 265.