Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities.
Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability,...
| Publicado en: | Research in Developmental Disabilities Vol. 38; pp. 145 - 161 |
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| Autores principales: | , , , |
| Formato: | Journal Article |
| Publicado: |
Pergamon Press - An Imprint of Elsevier Science
Mar2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=109716491&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 109716491 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 08914222 JJZ jtl: Research in Developmental Disabilities issn: 08914222 maglogo: N pubinfo: dt: Mar2015 vid: 38 pid: 2410 pub: Pergamon Press - An Imprint of Elsevier Science artinfo: ui: 109716491 NLM25561358 2012958103 10.1016/j.ridd.2014.12.026 NLM25561358 109716491 ppf: 145 ppct: 16 formats: tig: atl: Cognitive training as a resolution for early executive function difficulties in children with intellectual disabilities. aug: au: Kirk, H E Gray, K Riby, D M Cornish, K M sug: ab: Core executive functions (EF) such as attention, and working memory have been strongly associated with academic achievement, language development and behavioral stability. In the case of children who are vulnerable to cognitive and learning problems because of an underlying intellectual disability, EF difficulties will likely exacerbate an already compromised cognitive system. The current review examines cognitive training programs that aim to improve EF, specifically focusing on the potential of this type of intervention for children who have intellectual disabilities. We conclude that despite considerable discrepancies regarding reported intervention effects, these inconsistencies can be attributed to flaws in both program and study design. We discuss the steps needed to address these limitations and to facilitate the advancement of non-pharmaceutical interventions for children with intellectual disabilities. pubtype: Academic Journal doctype: Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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