Volume 8, Issue 4 (Winter 2007)
Advances in Cognitive Sciences 2007, 8(4): 57-70 |
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Faculty of Psychology and Educational Sciences, Allameh Tabatabai University, Tehran, Iran.
Abstract: (5265 Views)
Neurocognitive executive functions play a crucial role in guiding and controlling behavior. Neurocognitive functions include various components such as self-regulation, working memory, time perception and internal language. Executive Functions (EFs) develop along the course of the child's development and gradually help the child to execute harder and more complex tasks. The precise evaluation of EFs will help to get a better understanding about the child's development and developmental disorders. EP assessment could be carried out by both formal and informal methods; and in this context the assessment of unstructured situations is emphasized. Executive dysfunction can have significant consequences for the social, educational and emotional function of the child. This article studies findings about executive dysfunctions in developmental disorders such as attention deficit hyperactivity disorder, autism spectrum disorders, acquired or traumatic brain injuries, developmental coordination disorder, learning disorders, conduct disorder, and oppositional defiant disorder. Some guidelines for treatment with regard to executive dysfunctions will be discussed thereafter.
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Received: 2006/08/24 | Accepted: 2006/10/23 | Published: 2006/12/22
Received: 2006/08/24 | Accepted: 2006/10/23 | Published: 2006/12/22
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