Speech Therapy -> Executive Function

Executive Function

Referring to the group of mental skills used daily including planning, thinking, self-regulation/self-control, working memory, self-monitoring, time management, and organization.

Minor focus areas

Skilled interventions

  • Cognitive-Communication Therapy

    This therapy focuses on improving cognitive functions that underpin effective communication. Activities include memory games, problem-solving tasks, and attention-building exercises to support better communication outcomes.

Reference links

  • Efficacy of Auditory-Verbal Therapy In Children With Hearing Impairment: A Systematic Review From 1993 to 2015 2
    www.sciencedirect.com     Author: Ramesh Kaipa and Michelle L. Danser - This systematic review investigates the effects of auditory-verbal therapy (AVT) on receptive and expressive language development, auditory and speech perception, and "mainstreaming" in children, 2-months-old to 17-years-old, with hearing loss.
  • Increasing Adolescents’ Depth of Understanding of Cross-Curriculum Words: An Intervention Study 2
    onlinelibrary.wiley.com     Author: Sarah Spencer, Judy Clegg, Hilary Lowe, and Joy Stackhouse - Cross-curriculum words are not consistently understood by adolescents at risk of low educational attainment within a low socio-economic context. A 10-week intervention programme resulted in some increases to the depth of knowledge of targeted cross-curriculum words. https://www.theinformedslp.com/review/vocabulary-intervention-for-at-risk-adolescents
  • Effects of Parents' Mealtime Conversation Techniques For Preschool Children With Hearing Loss Who Use Listening and Spoken Language 2
    pubs.asha.org     Author: Elaine R. Smolen, Ye Wang, Maria C. Hartman, and Young-Sun Lee - Parents of preschoolers with hearing loss may benefit from specific coaching to elicit language and introduce new vocabulary during home routines. These techniques may help develop their children's receptive language.
  • Scope of Occupational Therapy Services For Individuals With Autism Spectrum Disorder Across the Life Course 1
    research.aota.org     Author: Copyright © 2015 By the American Occupational Therapy Association, Inc. The American Journal of Occupational Therapy, 2015, Vol. 69(Supplement_3), 6913410054p1–6913410054p12. - Occupational Therapy practitioners work collaboratively with individuals on the autism spectrum, their families, OTHER PROFESSIONALS, organizations, and community members in multiple contexts to advocate for and provide a range of needed resources and services that support individuals' ability to participate fully in life (Case-Smith & Ambersman, 2008; Kuhaneck, Madonna, Novak, & Pearson, 2015; Tanner Hand, O'Toole, & Lane, 2015; Watling & Hauer, 2015a; Weaver, 2015). According to a study conducted by the Interactive Autism Network (2011), occupational therapy ranks second to speech-language pathology as the most frequently provided service for individuals with autism throughout the United States.
  • Executive Function & Self-Regulation 0
    developingchild.harvard.edu     Author: Harvard University - Executive function and self-regulation skills are the mental processes that enable us to plan, focus attention, remember, and juggle multiple tasks.
  • Bilingual (Spanish/English) Evaluation Resources 1
    bilinguistics.com     Author: Bilinguistics - Dozens of speech, language, fluency, and other evaluation resources for bilingual evaluations
  • What Are Executive Functions and Self-Regulation and What Do They Have to Do With Language-Learning Disorders? 1
    faculty.washington.edu     Author: Bonnie D Singer; A. Bashir - In this article, executive functions and self regulation are defined and the reciprocal influence of these factors on the performance of students with language-learning disorders (LLD) is explored. A case study demonstrates the integration of executive functions, self-regulation, and language processes within speech and language assessment and intervention. Clinicians are urged to consider the interactive effects of executive function, self-regulatory, and language processes when addressing the needs of students with LLD.
  • Bilingual Service Delivery 1
    www.asha.org     Author: ASHA - Information and resources regarding bilingual service delivery by SLPs (from ASHA)
  • Echolalia and Its Role In Gestalt Language Acquisition 0
    www.asha.org     Author: ASHA / Practice Portal / Clinical Topics / Autism Spectrum Disorder / - This view of gestalt language acquisition and the role of echolalia in individuals with ASD is reflected in assessment procedures (e.g., assessing communicative function of echolalia) and treatment approaches to language intervention (see e.g., Blanc, 2012). Gestalt language acquisitionis a style of language development with predictable stages that begins with production of multi-word “gestalt forms” and ends with production of novel utterances. At first, children produce “chunks” or “gestalt form” (e.g., echolalic utterances), without distinction between individual words and without appreciation for internal syntactic structure. As children understand more about syntax and syntactic rules, they can analyze (break down) these “gestalt forms” and begin to recombine segments and words into spontaneous forms. Eventually, the child is able to formulate creative, spontaneous utterances for communication purposes.
  • The Functional External Memory Aid Tool Version 2.0: A How-To Clinical Guide 0
    pubmed.ncbi.nlm.nih.gov     Author: Alyssa M Lanzi 1 2, Anna K Saylor 1, Robert F Dedrick 3, Michelle S Bourgeois 4, Matthew L Cohen 1 2 5 - This clinical-focus article describes new resources available to help clinicians administer and interpret Version 2.0 of the FEMAT when serving adults with cognitive-communication disorders.
  • Learning Two Languages: Bilingualism 1
    www.asha.org     Author: ASHA - Information and resources for SLPs and parents of bilingual children
  • Evaluation and Treatment of Patients With Executive Dysfunction Following Brain Injury 0
    www.gsha.org     Author: Emily Pilcher, M.Ed, CCC-SLP; Andrea L. Witt M.Ed, CCC-SLP, CBIS - At the conclusion of the session, the learner will be able to: • Identify formal and informal ways to evaluate executive dysfunction • Identify treatment activities for patients with executive dysfunction • Discuss compensatory strategies and recommendations to assist with returning to school

Activity List(s)

Visual Schedule Cards

Related Disorder(s)

  • Childhood apraxia of speech - Childhood apraxia of speech (CAS) is a disorder that involves difficulty in making speech sounds voluntarily and stringing these sounds together in the correct order to make words. A person with childhood apraxia of speech is not intellectually impaired. Speech pathologists assess, diagnose and support people with CAS.
  • Autism Spectrum Disorder - Autism Spectrum Disorder (ASD) is a complex developmental condition that involves persistent challenges in social interaction, speech and nonverbal communication, and restricted/repetitive behaviors. The effects of ASD and the severity of symptoms are different in each person.
  • Motor Speech Disorders - Dysarthria can be related to neurological damage, however it can be related to many other causes. Dysarthria is a motor speech disorder above all. A dysarthria diagnoses can come from a weakened Parkinson’s patient, a anatomy damaged TBI patient, a stroke patient with cranial nerve and strength deficits, etc).
  • Attention-Deficit/Hyperactivity Disorder (ADHD) - Attention-Deficit/Hyperactivity Disorder (ADHD) is a disorder marked by an ongoing pattern of inattention and/or hyperactivity-impulsivity that interferes with functioning or development.
  • Neurological Conditions - Types of neurological conditions may include: Alzheimer’s Disease, Dementias, Brain Cancer, Epilepsy and Other Seizure Disorders, Mental Disorders, Parkinson’s and Other Movement Disorders, and Stroke and Transient Ischemic Attack (TIA).

Assessments

Goal Bank

  • Jody will follow a daily sensory and movement diet with age-appropriate preferred regulatory activities 10 minutes per day, min 4 times per week, with visual and 50% verbal cues, to improve active participation at home and school, 80% of the time. 0

Therapists

Therapists who selected this major focus area as their top area of expertise.

  • Sara Lowczyk

    Sara Lowczyk

    Full-time Therapist CCC-SLP

    I love working with speech AND language kids, but language has my heart. My specialities include ...

    • Sidekick Therapy Partners Sidekick Therapy Partners