Hi Naveen,

Diamond and Lee have a paper in Science (2011) that reviews some evidence-based methods for promoting EF in 4-12 year-olds. A few new papers are also coming out showing short-term intervention effects on EF promotion. Very few papers show long-term effects. I published a paper in Prevention Science (2006) on the PATHS Social Emotional Learning (SEL) Curriculum and it's mediated effects on externalizing and internalizing behaviors at 18 months through inhibitory control at 9 months post-intervention. In the US we are finding that school-based social-emotional learning programs can be implemented universally to all youth regardless of risk status as part of children's regular school day. The idea is that they promote EF and have downstream effects on multiple academic, social-emotional, behavioral, and health outcomes. Although there is very little international work in this area. So your work is very innovative (although I am biased toward this kind of research). I also agree with Andrea, imaging might add something but in addition to the points made, whatever it adds will probably be at great cost in terms of financial resources. There are a number of task-based assessments of EF and even some survey-based measures (the BRIEF) that are not as expensive. Although, of course, there are validity issues to consider.

I think we can improve students's executive functions by some kind of educational methods. But use executive function!! I didn't get what is your point exactly!

Please explain it more! Maybe one example help.

Regards,

Mahdi

Hi Neveen, I also have been thinking about the educational implications of training executive functions. The main idea was that you could reserve a few minutes a day during class devoted to playing "games" that train executive functions (games that require, for instance, controlling attention, switching between tasks, etc.). Improvements in executive functions often result in generalized benefits for learning and attention, which then would translate into higher scholastic achievements. A recent paper by Helen Neville on PNAS reviews recent literature and shows the results of Neville's own training procedure (which also involves the children's parents), which are, indeed, quite impressive.

thank u so much, Andrea.. i will read it,, i am thinking about training using games also for children between - years, a game or training program that can be applicable in Egyptian schools as its not an easy issue to find out training program that fits our school environment and at the same time not too much expensive.. I will keep searching and discuss it with u

Thanks,,

Neveen

also, another issue that is really important is that i can not get involved in neuropsychology as it require apparatus to measure EEG or even FMRI, and measure frontal lobe activity in children, and this is not easy here to apply at all, so, i will work on cognitive part just,,

Hope u got it

This is for a much younger age range, but the training curriculum could conceivably be scaled to an older age group. Notably, general gains in executive functions were only seen when training/tools were applied in a larger range of contexts and activities. I think this last point could be related to the PNAS paper that Andrea Stocco highlighted in his answer. That is, involvement of the children's parents could have been one crucial factor for facilitating generalized benefits in learning and attention. Keep us updated on what you decide to do and how it goes!

Hi Neveen, I believe that EEG or fMRI might *add* something to the research, but the ultimate proof of any training paradigm is always behavioral results. So, you are right that there is no need to go beyond the cognitive part. There is much research on the generalized benefits of executive function training in adults; one remarkable result was reported in Jaeggi et al in 2007 . Although the task is too difficult for ages 6-13, it gives an idea of the type of behaviorally challenging tasks that (a) Improve executive function, and (b) Produce transfer effects. I hope this helps.

I am involved in standardizing a series of manuals designed to address cognitive skills . The program is called the Children's Cognitive Enhancement Program. Preliminary findings from last years studies were extremely positive and the project has expanded this year. Early findings are that skills assessed, including working memory, problem solving (inductive reasoning), planning, and spatial relations all showed a statistically significant improvement. This year we will be looking at a follow-up study and the efficacy in classroom settings. One of the manuscripts is scheduled to be published this month. A portion of the program will be available on Amazon in the near future. Please contact me if you are interested in assessing this program.

Kenneth Kohutek

I am attaching a draft of the soon to be published manuscript. This study was with students enrolled in a "normal" classroom.

Hi Naveen,

Diamond and Lee have a paper in Science (2011) that reviews some evidence-based methods for promoting EF in 4-12 year-olds. A few new papers are also coming out showing short-term intervention effects on EF promotion. Very few papers show long-term effects. I published a paper in Prevention Science (2006) on the PATHS Social Emotional Learning (SEL) Curriculum and it's mediated effects on externalizing and internalizing behaviors at 18 months through inhibitory control at 9 months post-intervention. In the US we are finding that school-based social-emotional learning programs can be implemented universally to all youth regardless of risk status as part of children's regular school day. The idea is that they promote EF and have downstream effects on multiple academic, social-emotional, behavioral, and health outcomes. Although there is very little international work in this area. So your work is very innovative (although I am biased toward this kind of research). I also agree with Andrea, imaging might add something but in addition to the points made, whatever it adds will probably be at great cost in terms of financial resources. There are a number of task-based assessments of EF and even some survey-based measures (the BRIEF) that are not as expensive. Although, of course, there are validity issues to consider.

Another reference to consider is Elliott, J.G., Gathercole, S.E., Alloway, T.P., Holmes, J., & Kirkwood, S. (2010). An evaluation of a classroom-based intervention to help overcome working memory difficulties and improving long-term academic success. Journal of Cognitive Education and Psychology, 9 (3), 227-250. These authors only addressed working memory

I am currently running a new EF program in my middle school. We are teaching classes (like a Tier 1) on various skills such as organization, planning, emotional regulation, response inhibition, etc. We are trying to show kids how important these skills are and how they can be applied in so many situations throughout school and life in general. I'll keep you posted on how it goes. Part of the school is getting this kind of training while the rest are getting it in small groups (like a Tier 2).

Marc: we are doing a similar study in elementary schools.

Get them away from screens. Their brains are turned to mush by going from one screen to another. check wirelesswatchblog.org under wi fi schools.

David: You are so correct! That is why the program we are working with requires pencil, paper, a geoboard and rubber bands...and a real live adult to work with the students. No screens or computers at all. The emphasis is on learning through and with social interaction.

oh, let me explain something here, Kenneth and David;

I am from Egypt, considered to be third world country,In most of our schools, no computers used in classes

and most of training programs designs to enhance EF does not use computers as its expensive costs here, although we have a national attitude toward using computers in teaching in classes , so, If u want to share ur experiences in this field as across cultural study, that would be great