Executive Function (EF) Intervention in educational context
DOI:
https://doi.org/10.35362/rie7813269Keywords:
Child neuropsychology, Neuroeducation, Neurodidactics, Executive Functions, self-regulation, metacognitionAbstract
Interest in Neuroeducation is growing and its effectiveness improving aspects of the educational context seems to be demonstrated and made concrete more and more although the history of this discipline is relatively short (it is only in the last decade that the methods derived from neuroscience have been applied to the academic field). In order to better understand basic concepts from Neuroeducation or Child Neuropsychology and, above all, to provide a practical proposal for the application of Neurodidactics in the classroom, this bibliographic review article summarizes at a first moment the basic points of these disciplines, to enhance both, academic and executive performance, in the educational context. Neuroeducation is an area in which the Executive Functions constitute a new construct that has gained special interest in recent years. This paper proposes in a second part, two examples of intervention programs on metacognition and self-regulation capacities, applicable or adaptable to the classroom or to other educational activities for children in pre-school education and from 10 to 14 years old.
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References
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O’Shaughnessy, T. E., Lane, K. L., Gresham, F. M. y Beebe-Frankenberger, M. E. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24(1), 27-35.
Raver, C. C., Blair, C. y Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental psychology, 49(2), 292.
Robertson, I. H. y Murre, J. M. (1999). Rehabilitation of brain damage: Brain plasticity and principles of guided recovery. Psychological bulletin, 125(5), 544.
Seron, X. (1984). Reeducation strategies in neuropsychology: cognitive and pragmatic approaches. Advances in Neurology, 42, 317-325.
Tapia, A., Anchatuña, A., Cueva, M., Poma, R., Jiménez, S. y Corrales, E. (2017). Las neurociencias. Una visión de su aplicación en la educación. Open Journal Systems en Revista: Revista de entrenamiento, 4(1), 61-74.
Zelazo, P. D. y Müller, U. (2002). Executive function in typical and atypical development. Blackwell handbook of childhood cognitive development, 445-469.
Alexander, K. L., Entwistle, D. R., Horsey, C. S., Kabbani, N. S., Atkinson, M., Halsey, K. y Kinder, K. (2001). Schulabsentismus und Dropout. Teachers College Record, 70, 87-107.
Anderson, P. (2002). Assessment and Development of Executive Function (EF) During Childhood. Child Neuropsychology, 8, 71-82.
Anderson, V., Northam, E. y Wrennall, J. (2017). Developmental neuropsychology: A clinical approach. Routledge.
Ardila, A., Rosselli, M. y Villaseñor, E. M. (2005). Neuropsicología de los trastornos del aprendizaje. UNAM.
Ávila Matamoros, A. M. y Cuervo Martínez, L. Á. (2010). Adaptación del cuestionario de madurez neuropsicológica infantil Cumanin de Portellano.
Barkley, R. A. (2001). The executive functions and self-regulation: An evolutionary neuropsychological perspective. Neuropsychology review, 11(1), 1-29.
Barnett, M. L. y King, A. A. (2008). Good fences make good neighbors: A longitudinal analysis of an industry self-regulatory institution. Academy of Management Journal, 51(6), 1150-1170.
Baron, A., Evangelou, M., Malmberg, L. E., Melendez-Torres, G. J., Baron, A. y Gardens, N. (2017). The Tools of the Mind curriculum for improving self-regulation in early childhood: a systematic review. Campbell Systematic Reviews.
Bastién, G. M., Mora, C. y Sánchez, D. (2013). Obstáculos en la resolución de problemas en alumnos de bajo rendimiento.
Bell, V. (2013). Enciclopedia sobre el Desarrollo en la primera infancia. GRIP-Université de Montréal.
Bierman, K. L., Domitrovich, C. E., Nix, R. L., Gest, S. D., Welsh, J. A., Greenberg, M. T. y Gill, S. (2008). Promoting academic and social‐emotional school readiness: The Head Start REDI program. Child development, 79(6), 1802-1817.
Blair, C. y Raver, C. C. (2012). Child development in the context of adversity: experiential canalization of brain and behavior. American Psychologist, 67(4), 309.
Blair, C. y Ursache, A. (2011). A bidirectional model of executive functions and self-regulation. Handbook of self-regulation: Research, theory, and applications, 2, 300-320.
Blair, C., Zelazo, P. D. y Greenberg, M. T. (2005). Measurement of Executive Function in Early Childhood: A Special Issue of Developmental Neuropsychology. Psychology Press.
Bodrova, E. y Leong, D. (2007). Tools of the mind: The Vygotskian approach to early childhood education.
Bodrova, E., Leong, D. J., & Akhutina, T. V. (2011). When everything new is wellforgotten old: Vygotsky/Luria insights in the development of executive functions. New Directions for Child and Adolescent Development, (133), 11–28.
Campos, A. (2010). Neuroeducación: uniendo las neurociencias y la educación en la búsqueda del desarrollo humano. La Educación. Revista Digital, 143, 1-14.
Diamond, A. (2014). Understanding executive functions: What helps or hinders them and how executive functions and language development mutually support one another. Perspectives on Language and Literacy, 40(2), 7.
Diamond, A., Barnett, W. S., Thomas, J., & Munro, S. (2007). Preschool program improves cognitive control. Science (New York, NY), 318(5855), 1387.
Gagné, P.P. y Longpré, L.P. (2004). Apprendre…avec Réflecto. Chenelière McGraw-Hill.
García, D. y Muñoz, P. (2000). Funciones ejecutivas y rendimiento escolar en educación primaria. Un estudio exploratorio. Revista complutense de educación, 11(1), 39-56.
Goswami, U. (2006). Neuroscience and education: from research to practice?. Nature reviews neuroscience, 7(5), 406.
Goswami, U. (2009). Mind, brain, and literacy: Biomarkers as usable knowledge for education. Mind, Brain, and Education, 3(3), 176-184.
Gulchak, D. J. (2008). Using a mobile handheld computer to teach a student with an emotional and behavioral disorder to self-monitor attention. Education and Treatment of Children, 31(4), 567-581.
Hongwanishkul, D., Happaney, K. R., Lee, W. S., & Zelazo, P. D. (2005). Assessment of hot and cool executive function in young children: Age-related changes and individual differences. Developmental neuropsychology, 28(2), 617-644.
Jacob, R. y Parkinson, J. (2015). The potential for school-based interventions that target executive function to improve academic achievement: A review. Review of Educational Research, 85(4), 512-552.
Kennard, M. A. (1942). Cortical reorganization of motor function. Archives of Neurology and Psychiatry, 48, 227-240.
Lanoë, C., Rossi, S., Froment, L. y Lubin, A. (2015). Le programme pédagogique neuroéducatif «À la découverte de mon cerveau»: quels bénéfices pour les élèves d’école élémentaire?. Approche neuropsychologique des apprentissages chez l’enfant, 134, 55-45
Lussier, F (2014). Programme d’intervention auprès des enfants qui souffrent de TDA/H. Psychologie Québec, 31(03).
Manga, D. y Ramos, F. (1999). Evaluación neuropsicológica. Clínica y Salud, 3, 331-376.
Manga, D. y Ramos, F. (2001). Evaluación de los síndromes neuropsicológicos infantiles. Revista de Neurología, 32(7), 664-675.
Manga, D. y Ramos, F. (2017). El legado de Luria y la neuropsicología escolar. Psychology, Society, & Education, 3(1), 1-13.
Meltzer, L. (Ed.). (2018). Executive function in education: From theory to practice. Guilford Publications.
O’Shaughnessy, T. E., Lane, K. L., Gresham, F. M. y Beebe-Frankenberger, M. E. (2003). Children placed at risk for learning and behavioral difficulties: Implementing a school-wide system of early identification and intervention. Remedial and Special Education, 24(1), 27-35.
Raver, C. C., Blair, C. y Willoughby, M. (2013). Poverty as a predictor of 4-year-olds’ executive function: New perspectives on models of differential susceptibility. Developmental psychology, 49(2), 292.
Robertson, I. H. y Murre, J. M. (1999). Rehabilitation of brain damage: Brain plasticity and principles of guided recovery. Psychological bulletin, 125(5), 544.
Seron, X. (1984). Reeducation strategies in neuropsychology: cognitive and pragmatic approaches. Advances in Neurology, 42, 317-325.
Tapia, A., Anchatuña, A., Cueva, M., Poma, R., Jiménez, S. y Corrales, E. (2017). Las neurociencias. Una visión de su aplicación en la educación. Open Journal Systems en Revista: Revista de entrenamiento, 4(1), 61-74.
Zelazo, P. D. y Müller, U. (2002). Executive function in typical and atypical development. Blackwell handbook of childhood cognitive development, 445-469.
How to Cite
Pardos Véglia, A., & González Ruiz, M. (2018). Executive Function (EF) Intervention in educational context. Iberoamerican Journal of Education, 78(1), 27–42. https://doi.org/10.35362/rie7813269
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Published
2018-11-13
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Section
Monográfico. Neurodidáctica en el aula
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