Assessing Executive Functions: A Life-Span Perspective

Autor/inn/en	Reynolds, Cecil R.; Horton, Arthur MacNeill, Jr.
Titel	Assessing Executive Functions: A Life-Span Perspective
Quelle	In: Psychology in the Schools, 45 (2008) 9, S.875-892 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0033-3085
DOI	10.1002/pits.20332
Schlagwörter	School Psychology; Brain; Cognitive Processes; Neurological Organization; Developmental Stages; Injuries; Rehabilitation; Child Development; Cognitive Development; Evaluation Methods; Brain Hemisphere Functions; Memory; Age Differences + Suchen Sie Ihr Suchwort? Schulpsychologie; Gehirn; Cognitive process; Kognitiver Prozess; Kindesentwicklung; Kognitive Entwicklung; Gedächtnis; Age; Difference; Age difference; Altersunterschied
Abstract	Despite many disagreements on the utility of neuropsychological applications in schools, executive function measures have been found to be useful across a variety of areas and ages. In addition, many disagreements are extant in discussions of the maturational course of the development of executive functioning abilities that are dependent on functional capacity of the human brain, including the frontal lobes, among other brain areas. In part, these controversies are related to a dearth of standardized functional assessments of executive functioning abilities across wide age spans. This article describes several recent measures of executive functioning and uses life-span data from these assessments to project maturational periods of specific executive functions. Clinical implications of these results for school psychology assessment, rehabilitation of brain-injured school-aged children, and forensic practice of school psychology are posited. (Contains 12 figures.) (As Provided).
Anmerkungen	John Wiley & Sons, Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774. Tel: 800-825-7550; Tel: 201-748-6645; Fax: 201-748-6021; e-mail: subinfo@wiley.com; Web site: http://www3.interscience.wiley.com/browse/?type=JOURNAL
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10