Executive Skills: State of the Art and Trends for the Future

Autor/in	Dawson, Peg
Titel	Executive Skills: State of the Art and Trends for the Future
Quelle	In: Communique, 48 (2019) 3, S.1 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0164-775X
Schlagwörter	Stellungnahme; Executive Function; Academic Achievement; State of the Art Reviews; Educational Trends; Children; Longitudinal Studies; Surveys; Trend Analysis; Special Education; Identification; Psychometrics; Achievement Tests; Intervention; Habit Formation; Cognitive Development; Early Childhood Longitudinal Survey + Suchen Sie Ihr Suchwort? Schulleistung; Entwicklungsstand; Bildungsentwicklung; Child; Kind; Kinder; Longitudinal study; Longitudinal method; Longitudinal methods; Längsschnittuntersuchung; Survey; Umfrage; Befragung; Trendanalyse; Special needs education; Sonderpädagogik; Sonderschulwesen; Identifikation; Identifizierung; Psychometry; Psychometrie; Achievement test; Achievement; Testing; Test; Tests; Leistungsbeurteilung; Leistungsüberprüfung; Leistung; Testdurchführung; Testen; Kognitive Entwicklung
Abstract	This article reviews the relationship between executive skills and academic performance as well as concerns about the current status of the field with respect to executive skills and future considerations. It summarizes what the author sees as the most positive aspects of the current state of understanding with respect to executive skills and their relationship to school performance. The author then talks about her concerns about the current status of the field, and finally, ends with the trends for the future that she would like to see as a refining of the understanding of executive skills and the techniques for identifying and treating executive skill challenges. (ERIC).
Anmerkungen	National Association of School Psychologists. 4340 East West Highway Suite 402, Bethesda, MD 20814. Tel: 301-657-0270; Fax: 301-657-0275; e-mail: publications@naspweb.org; Web site: http://www.nasponline.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01