Araştırma Makalesi
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Yönetici işlev bozukluklarının tanılaması, değerlendirmesi ve erken müdahalesi konusunda vaka çalışması

Yıl 2011, Cilt: 3 Sayı: 1, 1 - 12, 01.03.2011
https://doi.org/10.20489/intjecse.107943

Öz

Müdahale ne kadar erken başlarsa, bir problemin iyileştirilme olasılığı o kadar fazla olduğu için eğitimciler müdahale ihtiyacı olabilecek küçük çocukların tanılanması ihtiyacını fark etmektedirler. Çocukların başarılı öğrenciler haline gelmelerine yardımcı olmaya başlamak için öğretmenlere öğrencileri hakkında zamanında ve yeterli bilginin sağlanması mecburdur. Yönetici işlevler bir çocuğun zihinsel ve sosyal-duygusal/davranışsal işlevinde önemli bir rol oynamaktadır; dolayısıyla erken tanı ve müdahalenin önemi de. Erken tarama, değerlendirme ve müdahale ile çocuğun uzun dönemli başarısını, işlevsel bağımsızlığını ve sosyal-duygusal/ davranışsal zorluklarını iyileştirme potansiyeli daha fazla olmaktadır. Bu makale vaka çalışması ile yönetici işlevsel bozuklukların tanılama, değerlendirme ve müdahalesi üzerine odaklanmaktadır.

Kaynakça

  • Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between intelligence test scores and executive function measures. Archives of Clinical Neuropsychology, 15, 31-36.
  • Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11(1), 1-29.
  • Chan, R., Shum, D., Toulopoulou, T., & Chen, E. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23, 201-216.
  • Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: The Guilford Press.
  • Delis, D., Lansing, A., Houston, W., Wetter, S., Han, S. D., Jacobson, M., Holdnack, J., & Kramer, J. (2007). Creativity lost. Journal of Psychoeducational Assessment, 25(1), 29-40.
  • Dietzel, Laurie. (2008). “Who’s running the show? Executive dysfunction & how to help the disorganized child.” PowerPoint presentation. Holiday Inn, Akron, OH. 11 December 2008.
  • Durlak, J. (1997). Successful prevention programs for children and adolescents. New York: The Plenum Press.
  • Elliott, S., Huai, N., & Roach, A.T. (2007). Universal and early screening for educational difficulties: Current and future approaches. Journal of School Psychology, 45, 137-161.
  • Filley, C. (2000). Clinical neurology and executive dysfunction. Seminars in Speech and Language, 21(2), 95-108.
  • Gathercole, S.E., Alloway, T.P, Kirkwood, H.J., Elliott, J.G., Holmes, J, & Hilton, K.A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18, 214-223.
  • Gilmour, J., & Hohnen, B. (2008). Specialist neuropsychological assessment procedures for children and adolescents. Psychiatry, 7(6), 246-252.
  • Hoge, R., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59, 297-313.
  • Hughes, C. (2002). Executive functions and development: Emerging themes. Infant and Child Development, 11, 201-209.
  • Individuals with Disabilities Education Improvement Act (2004). Retrieved July 16, 2008, from http://www.ed.gov/policy/speced/guid/idea/idea2004.html
  • Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool-aged children. Mental Retardation and Developmental Disabilities, 11, 209-215.
  • Lentini, R., Vaughn, B. J., & Fox, L. (2005). Creating teaching tools for young children with challenging behavior. Tampa, FL: The Division of Applied Research and Educational Support.
  • Livesey, D., Keen, J., Rouse, J., & White, F. (2006). The relationship between measures of executive function, motor performance and externalizing behavior in 5- and 6- year old children. Human Movement Science, 25, 50-64.
  • McGlamery, M.E., Ball, S. E., Henley, T.B., & Besozzi, M. (2007). Theory of mind, attention,and executive function in kindergarten boys. Emotional and Behavioural Difficulties, 12(1), 29-47.
  • Miyake, A., Emerson, M., & Friedman, N. (2000). Assessment of executive functions in clinical settings: Problems and Recommendations. Seminars in Speech and Language, 21(2), 169-183.
  • National Reading Panel. (1999). NRP progress report. Retrieved May 14, 2007 from http://www.nationalreadingpanel.org
  • Ohio Department of Education (2007). A family guide to understanding early literacySkills: The kindergarten readiness assessment-literacy (KRA-L). Retrieved July 29, 2009 from http://www.ode.state.oh.us
  • Powell, Kristin B., & Voeller, Kytja K.S. (2004). Prefrontal executive function syndromes in children. Journal of Child Neurology, 19(10), 785-797.
  • Riggs, R. N., Jahromi, L. B., Razza R. P, Dillworth-Bart, J. E., Mueller U., Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27, 300–309.
  • Salt, A., & Redshaw, M. (2006). Neurodevelopmental follow-up after preter birth: follow up after two years. Early Human Development, 82, 185-197.
  • Smith, D. (Ed.). (2007). Introduction to special education: Making a difference. Boston MA: Pearson Education, Inc.
  • Tarazi, R. A., Mahone, E. M., & Zabel, T. A. (2007). Self-care independence in children with neurological disorders: An interactional model of adaptive demands and executive dysfunction. Rehabilitation Psychology, 52(1), 196-205.

Case study of the Identification, Assessment and Early Intervention of Executive Function Deficits

Yıl 2011, Cilt: 3 Sayı: 1, 1 - 12, 01.03.2011
https://doi.org/10.20489/intjecse.107943

Öz

Educators recognize the need to identify young children who may require intervention because the sooner intervention is initiated, the greater the possibility for remediating a problem. It is imperative that teachers be provided with timely and sufficient information about their students in order to begin to help child become successful learners. Executive functions play a fundamental role in a child's cognitive and social-emotional/behavioral functioning; hence the importance of early detection and early intervention. Through early screening, assessment and intervention, there is greater potential to enhance a child's long-term achievement, functional independence, and social-emotional/behavior challenges. This article focuses on the identification, assessment, and intervention of execution function deficits through a case study.

Kaynakça

  • Ardila, A., Pineda, D., & Rosselli, M. (2000). Correlation between intelligence test scores and executive function measures. Archives of Clinical Neuropsychology, 15, 31-36.
  • Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology Review, 11(1), 1-29.
  • Chan, R., Shum, D., Toulopoulou, T., & Chen, E. (2008). Assessment of executive functions: Review of instruments and identification of critical issues. Archives of Clinical Neuropsychology, 23, 201-216.
  • Dawson, P., & Guare, R. (2004). Executive skills in children and adolescents: A practical guide to assessment and intervention. New York: The Guilford Press.
  • Delis, D., Lansing, A., Houston, W., Wetter, S., Han, S. D., Jacobson, M., Holdnack, J., & Kramer, J. (2007). Creativity lost. Journal of Psychoeducational Assessment, 25(1), 29-40.
  • Dietzel, Laurie. (2008). “Who’s running the show? Executive dysfunction & how to help the disorganized child.” PowerPoint presentation. Holiday Inn, Akron, OH. 11 December 2008.
  • Durlak, J. (1997). Successful prevention programs for children and adolescents. New York: The Plenum Press.
  • Elliott, S., Huai, N., & Roach, A.T. (2007). Universal and early screening for educational difficulties: Current and future approaches. Journal of School Psychology, 45, 137-161.
  • Filley, C. (2000). Clinical neurology and executive dysfunction. Seminars in Speech and Language, 21(2), 95-108.
  • Gathercole, S.E., Alloway, T.P, Kirkwood, H.J., Elliott, J.G., Holmes, J, & Hilton, K.A. (2008). Attentional and executive function behaviours in children with poor working memory. Learning and Individual Differences, 18, 214-223.
  • Gilmour, J., & Hohnen, B. (2008). Specialist neuropsychological assessment procedures for children and adolescents. Psychiatry, 7(6), 246-252.
  • Hoge, R., & Coladarci, T. (1989). Teacher-based judgments of academic achievement: A review of literature. Review of Educational Research, 59, 297-313.
  • Hughes, C. (2002). Executive functions and development: Emerging themes. Infant and Child Development, 11, 201-209.
  • Individuals with Disabilities Education Improvement Act (2004). Retrieved July 16, 2008, from http://www.ed.gov/policy/speced/guid/idea/idea2004.html
  • Isquith, P. K., Crawford, J. S., Espy, K. A., & Gioia, G. A. (2005). Assessment of executive function in preschool-aged children. Mental Retardation and Developmental Disabilities, 11, 209-215.
  • Lentini, R., Vaughn, B. J., & Fox, L. (2005). Creating teaching tools for young children with challenging behavior. Tampa, FL: The Division of Applied Research and Educational Support.
  • Livesey, D., Keen, J., Rouse, J., & White, F. (2006). The relationship between measures of executive function, motor performance and externalizing behavior in 5- and 6- year old children. Human Movement Science, 25, 50-64.
  • McGlamery, M.E., Ball, S. E., Henley, T.B., & Besozzi, M. (2007). Theory of mind, attention,and executive function in kindergarten boys. Emotional and Behavioural Difficulties, 12(1), 29-47.
  • Miyake, A., Emerson, M., & Friedman, N. (2000). Assessment of executive functions in clinical settings: Problems and Recommendations. Seminars in Speech and Language, 21(2), 169-183.
  • National Reading Panel. (1999). NRP progress report. Retrieved May 14, 2007 from http://www.nationalreadingpanel.org
  • Ohio Department of Education (2007). A family guide to understanding early literacySkills: The kindergarten readiness assessment-literacy (KRA-L). Retrieved July 29, 2009 from http://www.ode.state.oh.us
  • Powell, Kristin B., & Voeller, Kytja K.S. (2004). Prefrontal executive function syndromes in children. Journal of Child Neurology, 19(10), 785-797.
  • Riggs, R. N., Jahromi, L. B., Razza R. P, Dillworth-Bart, J. E., Mueller U., Executive function and the promotion of social–emotional competence. Journal of Applied Developmental Psychology, 27, 300–309.
  • Salt, A., & Redshaw, M. (2006). Neurodevelopmental follow-up after preter birth: follow up after two years. Early Human Development, 82, 185-197.
  • Smith, D. (Ed.). (2007). Introduction to special education: Making a difference. Boston MA: Pearson Education, Inc.
  • Tarazi, R. A., Mahone, E. M., & Zabel, T. A. (2007). Self-care independence in children with neurological disorders: An interactional model of adaptive demands and executive dysfunction. Rehabilitation Psychology, 52(1), 196-205.
Toplam 26 adet kaynakça vardır.

Ayrıntılar

Birincil Dil İngilizce
Bölüm Makaleler
Yazarlar

Lynn A. Ciccantelli And Shernavaz Vakil Bu kişi benim

Shernavaz Vakil Bu kişi benim

Yayımlanma Tarihi 1 Mart 2011
Yayımlandığı Sayı Yıl 2011 Cilt: 3 Sayı: 1

Kaynak Göster

APA Vakil, L. A. C. A. S., & Vakil, S. (2011). Case study of the Identification, Assessment and Early Intervention of Executive Function Deficits. International Journal of Early Childhood Special Education, 3(1), 1-12. https://doi.org/10.20489/intjecse.107943