ABSTRACT
This chapter offers a general perspective on intervention for executive function difficulties and describes various approaches that can be utilized in intervention efforts. Any attempt at intervention for executive function difficulties depends on the proper conceptualization of the problem. With a more appropriate conception of the nature of the executive function problems, difficulties can be clearly stated in behavioral terms, which indicate a behavior that can be changed through intervention. When dealing with children who exhibit executive function difficulties, the use of rewards and punishments should be thought through very carefully. Given that executive function capacities follow a developmental progression dependent on the maturation of the neural circuitry of the frontal lobes, perhaps the most powerful intervention tool is time in itself. In order to adequately engage intervention practices, a general understanding of the state of the art on interventions for executive function difficulties experienced by children is necessary.
