ABSTRACT
An important goal of sharing information about executive functions should be to help teachers realize the extent of the executive function demands they make on students and how these demands can be overwhelming for children who are experiencing slower than average development of executive function capacities. Likewise, assessment of executive functions involved in academic production therefore should be viewed as an integrated part of whatever type of assessment is being conducted—functional, curriculum-based, or psychoeducational—rather than a unique form of assessment unto itself. In cases where the executive function difficulties are less severe and the student is older, the outcomes of the executive function-oriented functional assessment can serve a greater number of roles in planning and implementing intervention efforts. Setting goals for intervention efforts is a critical component of any intervention plan. The chapter revisits each case study and discusses how each student’s executive function challenges were dealt with in the context of the school setting.
