ABSTRACT
Executive functions play a critical role in everyday life, learning, and achievement. Executive function disorders result in unique and varied academic challenges for children, adolescents, and adults. Relatedly, deficits in executive functions have been implicated in a host of disabilities, including dyslexia, specific learning disorders, and autism spectrum disorder as examples, as well as in a range of learners. In this chapter, we leverage cognitive theories of learning to define and describe executive functions, with attention to delineating the relations among and impact of key executive functions that have demonstrated involvement in learning. We describe the nature of executive function disorders, including, as known, etiology, symptomology, comorbidity with other and related disorders, as well as resultant outcomes of executive function disorders on academic learning and achievement. We then describe the variability in executive functions that may differentially affect learning and achievement outcomes. After this discussion, a critical analysis of findings from small- and large-scale interventions designed to target key executive functions, as well as longitudinal evaluations of the roles of executive functions in diverse learners’ functioning, is provided. Overlap among, as well as differentiation between, executive function disorders and attention deficit/hyperactivity disorder are also discussed. We use this discussion to highlight important issues with the measurement of executive functions and how such measurement issues might affect the evaluation of executive function disorders. Key theoretical issues, including the potential interplay between executive function and self-regulation, are examined. Implications for practitioners involved in the evaluation of learners with deficits in executive functions are discussed. Directions for future research that better measures and delineates the roles of executive functions in specific learning processes are also provided. Finally, further research on the relations between executive function disorders and longitudinal achievement outcomes is directed.
