There are a number of people who claim to address executive functioning (EF) challenges. As you seek support for your child, teen, or college student it is important to ensure these individuals are using a research-based approach. It is important to ask three questions of those offering to help your student develop improved EF skills.
(1) What is the Structure and Scope of Your Treatment?
Current research shows that EF challenges associated with ADHD, ASD, Anxiety, Mood, and similar disorders can be addressed in children and teens utilizing a structured approach that includes the following:
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Identification of specific executive functioning needs utilizing questionnaires and a structured interview.
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Identification of specific EF goals based on individual needs.
For each of a student’s EF goals, a plan should be developed:
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Identification of the obstacles or challenges that keep a child, teen, or college student from keep reaching his or her goal.
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Explicit teaching of specific research-based skills needed to overcome his or her obstacles to success.
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Development of interim goals (a plan) for addressing needs.
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Identification of benefits and other ways to enhance success.
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Regular review/evaluation of the plan.
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Problem solving, as needed, to get the student back on track.
(Source: Dawson & Guare (2012)Coaching Students with Executive Skill Deficits)
(2) What Research Supports Your Treatment Approach?
It is important to ask individuals offering EF treatment about the research behind what they are offering. You might ask for a list of the research articles and publications used to support the methods they are using.
They should have a strong understanding of executive functioning and the impact on learning. Research from Russell A. Barkley, Ph.D. is the “gold standard” regarding the development of executive functions, while the work of Rosemary Tannock, Ph.D. and her colleagues at the University of Toronto has clearly defined the impact and implications of EF on learning.
High quality published EF treatment research has been completed by these individuals and groups.
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Peg Dawson, Ed.D. and Richard Guare, Ph.D. at the Center for Learning and Attention Disorders in Portsmouth, New Hampshire.
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Lynn Meltzer, Ph.D. at the Institute for Learning and Development in Lexington, Massachusetts.
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Rosemary Tannock, Ph.D. at the University of Toronto.
Need Help Identifying Good Research? Take time to read Dr. Davenport’s series of articles on this subject.
(3) Do You Collaborate with Schools?
It can be helpful if your executive functioning specialist collaborates and communicates with your student’s school. Research-based recommendations for collaborative treatment and accommodations at school can be especially helpful.
Need Research-Based Help for Your Student’s EF Challenges?
Take a look at the research behind what we do, then call 817.421.8780 or email us to make an appointment to learn more.
(c) 2016-2019, Monte W. Davenport, Ph.D.
