Helping children without making them helpless: Facilitating development of executive self-regulation in children and adolescents

Executive Functions and the Frontal Lobes: A Lifespan Perspective

Volumn , Issue , 2011, Pages 409-438

  Ylvisaker, Mark ^a   Feeney, Timothy ^b  

^a The College of Saint Rose   (United States)

^b School and Community Supports   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 77952579402     PISSN: None     EISSN: None     Source Type: Book    
DOI: 10.4324/9780203837863     Document Type: Chapter

References (108)

1. Abikoff, H. (1991). Cognitive training in ADHD children: Less to it than meets the eye. Journal of Learning Disabilities, 24, 205–209.
2. Abikoff, H., Hechtman, L., Klien, R. G., Gallagher, R., Fleiss, K., Etcovitch, J., et al. (2004). Social functioning in children with ADHD treated with long-term methylphenidate and multimodal psychosocial treatment. Journal of the American Academy of Childhood and Adolescent Psychiatry, 43(7), 820–829.
3. Anderson, V., Levin, H. S., & Jacobs, R. (2002). Executive functions after frontal lobe injury: A developmental perspective. In D. T. Stuss & R. T. Knight (Eds.), Principles of frontal lobe function (pp. 504–527). New York: Oxford University Press.
4. Aspinwall, L. G., & Brunhart, S. M. (2000). What I do know won’t hurt me: Optimism, attention to negative information, coping and health. In J. E. Gillham (Ed.), The science and of optimism and hope (pp. 163–200). Radnor, PA: Templeton Foundation Press.
5. Baker, S., Gersten, R., & Scanlon, D. (2002). Procedural facilitators and cognitive strategies: Tools for unraveling the mysteries of comprehension and the writing process, and for providing meaningful access to the general curriculum. Learning Disabilities Research & Practice, 17(1), 65–77.
6. Barkley, R. A. (1997). ADHD and the nature of self-control. New York: Guilford Press.
7. Barkley, R. A. (2004). Adolescents with attention-deficit=hyperactivity disorder: An overview of empirically based treatments. Journal of Psychiatric Practice, 10(1), 39–56.
8. Baumeister, R. F., & Vohs, K. D. (2004). Handbook of self-regulation: Research, theory, and applications. New York: Guilford Press.
9. Bechera, A., Damasio, A., Damasio, H., & Anderson, S. (1994). Insensitivity to future consequences following damage to human prefrontal cortex. Cognition, 50, 7–15.
10. Bechera, A., Tranel, D., Damasio, H., & Damasio, A. (1996). Failure to respond autonomically to anticipated future outcomes following damage to prefrontal cortex. Cerebral Cortex, 6, 215–225.
11. Berk, L. A. (2001). Awakening children’s minds: How parents and teachers can make a difference. New York: Oxford.
12. Block, C. C., & Pressley, M. (2002). Comprehension instruction: Research-based best practices. New York: Guilford Press.
13. Borkowski, J. G., & Burke, J. E. (1996). Theories, models, and measurements of executive functioning: An information processing perspective. In G. R. Lyon & N. A. Krasnegor (Eds.), Attention, memory, and executive function (pp. 235–261). Baltimore: Paul Brookes Publishing.
14. Borkowski, J. G., Carr, M., Rellinger, E., & Pressley, M. (1990). Self-regulated cognition: Interdependence of metacognition, attributions, and self-esteem. In B. F. Jones & L. Idol (Eds.), Dimensions of thinking and cognitive development (pp. 53–92). Hillsdale, NJ: Erlbaum.
15. Borkowski, J. G., Chan, K. S., & Muthukrishna, N. (2000). A process-oriented model of metacognition: Links between motivation and executive functioning. In G. Shraw (Ed.), Issues in measurement of metacognition. Lincoln, NB: University of Nebraska Press.
16. Borkowski, J. G., Weyhing, R. S., & Carr, M. (1988). Effects of attributional training on strategy-based reading comprehension in learning disabled students. Journal of Educational Psychology, 80, 46–53.
17. Braga, L. W., Campos da Paz, A., & Ylvisaker, M. (2005). Direct clinician-delivered versus indirect family-supported rehabilitation of children with traumatic brain injury: A randomized controlled trial. Brain Injury, 19(10), 819–831.
18. Bronson, M. B. (2000). Self-regulation in early childhood. New York: Guilford Press.
19. Brown, R., Pressley, M., Van Meter, P., & Schuder, T. (1996). A quasi-experimental validation of transactional strategies instruction with low-achieving second grade readers. Journal of Educational Psychology, 88, 18–37.
20. Bulgren, J. A., & Schumaker, J. B. (2006). Teaching practices that optimize curriculum access. In D. D. Deshler & J. B. Schumaker (Eds.), Teaching adolescents with disabilities: Accessing the general curriculum (pp. 79–120). Thousand Oaks, CA: Corwin Press.
21. Burgess, P. W., & Robertson, I. H. (2002). Principles of the rehabilitation of frontal lobe function. In D. T. Stuss & R. T. Knight (Eds.), Principles of frontal lobe function (pp. 557–572). New York: Oxford University Press.
22. Cattelani, R., Lombardi, F., Brianti, R., & Mazucchi, A. (1998). Traumatic brain injury in childhood: Intellectual, behavioral and social outcome into adulthood. Brain Injury, 12 (4), 283–296.
23. Catroppa, C., & Anderson, V. (2006). Planning, problem-solving and organizational abilities in children following traumatic brain injury: Intervention techniques. Pediatric Rehabilitation, 9(2), 89–97.
24. Cicerone, K. (2005). Rehabilitation of executive function deficits. In W. M. High, A. M. Sander, M. A. Struchen, & K. A. Hart (Eds.), Rehabilitation interventions following traumatic brain injury: State of the science (pp. 71–87). New York: Oxford University Press.
25. Damasio, A. R. (1994). Descartes’ error: Emotion, reason, and the human brain. New York: Avon Books.
26. Deci, E. L., Koestner, R., & Ryan, R. M. (1999). A meta-analytic review of experiments examining the effects of extrinsic rewards on intrinsic motivation. Psychological Bulletin, 125, 627–668.
27. Deshler, D. D., & Schumaker, J. B. (1988). An instructional model for teaching students how to learn. In J. L. Graden, J. E. Zins, & M. J. Curtis (Eds.), Alternative educational delivery systems: Enhancing instructional options for all students (pp. 391–411). Washington, DC: National Association of School Psychologists.
28. Detterman, D. K., & Sternberg, R. J. (Eds.) (1993). Transfer on trial: Intelligence, cognition, and instruction. Norwood, NJ: Ablex.
29. Eslinger, P. J., Biddle, K. R., & Grattan, L. M. (1997). Cognitive and social development in children with prefrontal cortex lesions. In N. A. Krasnegor, G. R. Lyon, & P. S. Goldman-Rakic (Eds.), Development of the prefrontal cortex: Evolution, neurobiology, and behavior (pp. 295–235). Baltimore: Paul Brookes Publishing.
30. Evans, J. J., Wilson, B. A., Schuri, U., Andrade, J., Baddeley, A., Bruna, O., et al. (2000). A comparison of “errorless” and “trial-and-error” learning methods for teaching individuals with acquired memory deficits. Neuropsychological Rehabilitation, 10(1), 67–101.
31. Feeney, T., & Ylvisaker, M. (1995). Choice and routine: Antecedent behavioral interventions for adolescents with severe traumatic brain injury. Journal of Head Trauma Rehabilitation, 10(3), 67–82.
32. Feeney, T., & Ylvisaker, M. (2003). Context-sensitive behavioral supports for young children with TBI: Short-term effects and long-term outcome. Journal of Head Trauma Rehabilitation, 18(1), 33–51.
33. Feeney, T., & Ylvisaker, M. (2006). Context-sensitive cognitive-behavioral supports for young children with TBI: A replication study. Brain Injury, 20(6), 629–645.
34. Feeney, T., & Ylvisaker, M. (in press) Context-sensitive cognitive-behavioral supports for young children with TBI: A second replication study. Journal of Positive Behavior Supports.
35. Flavell, J. H., Miller, P. H., & Miller, S. A. (2002). Cognitive development (4th ed.). Upper Saddle River, NJ: Prentice Hall.
36. Fitzsimons, G. M., & Bargh, J. A. (2004). Automatic self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 151–170). New York: Guilford Press.
37. Gillham, J. E. (2000). Introduction. In J. E. Gillham (Ed.), The science of optimism and hope (pp. 3–10). Radnor, PA: Templeton Foundation Press.
38. Gersten, R., Fuchs, L. S., Williams, J. P., & Baker, S. (2001). Teaching reading comprehension strategies to students with learning disabilities: A review of research. Review of Educational Research, 71(2), 279–320.
39. Grafman, J. (1995). Similarities and distinctions among current models of prefrontal cortical functions. In J. Grafman, K. J. Holyoak, & F. Boller (Eds.), Structure and function of the human prefrontal cortex (pp. 337–368). New York: The New York Academy of Sciences.
40. Grafman, J., Sirigu, A., Spector, L., & Hendler, J. (1993). Damage to the prefrontal cortex leads to decomposition of structured event complexes. Journal of Head Trauma Rehabilitation, 8, 73–87.
41. Graham, S., & Harris, K. R. (2003). Students with learning disabilities and the process of writing: A meta-analysis of SRSD studies. In H. L. Swanson, K. R. Harris, & S. Graham (Eds.), Handbook of learning disabilities (pp. 323–344). New York: Guilford.
42. Gresham, F.M., Sugai, G., & Horner, R. H. (2001). Interpreting outcomes of social skills training for students with high-incidence disabilities. Exceptional Children, 67(3), 331–344.
43. Grolnick, W. S., & Ryan, R. M. (1987). Autonomy in children’s learning: An experimental and individual difference investigation. Journal of Personality and Social Psychology, 52, 890–898.
44. Grolnick, W. S., & Ryan, R. M. (1989). Parent styles associated with children’s self-regulation and competence in school. Journal of Educational Psychology, 81, 143–154.
45. Guthrie, J. T., Wigfield, A., & VonSecker, C. (2000). Effects of integrated instruction on motivation and strategy use in reading. Journal of Educational Psychology, 92, 331–341.
46. Hechtman, L., Abikoff, H., Klien, R. G., Weiss, G., Respitz, C., Kouri, J., et al. (2004). Academic achievement and emotional status of children with ADHD treated with longterm methylphenidate and multimodal psychosocial treatment. Journal of the American Academy of Childhood and Adolescent Psychiatry, 43(7), 812–819.
47. Hill, E. L. (2004). Executive dysfunction in autism. Trends in Cognitive Sciences, 8(1), 26–32.
48. Horner, R. D., Carr, E. G., Halle, J., McGee, G., Odom, S., & Wolery, M. (2005). The use of single-subject research to identify evidence-based practice in special education. Exceptional Children, 71, 165–180.
49. Kaemingk, K., & Paquette, A. (1999). Effects of alcohol exposure on neuropsychological functioning. Developmental Neuropsychology, 15(1), 111–140.
50. Kelly, T. P. (2000). The development of executive function in school age children. Clinical Neuropsychological Assessment, 1, 38–55.
51. Kim, A., Vaughn, S., Wanzek, J., & Wei, S. (2004). Graphic organizers and their effect on the reading comprehension of students with LD: A synthesis of research: Journal of Learning Disabilities, 37(2), 105–118.
52. Landry, S. H., Miller-Loncar, C. L., Smith, K. E., & Swank, P. R. (2002). The role of early parenting in children’s development of executive processes. Developmental Neuropsychology, 21(1), 15–41.
53. Landry, S. H., Smith, K. E., & Swank, P. R. (2003). The importance of parenting during early childhood for school-age development. Developmental Neuropsychology, 24(2-3), 559–591.
54. Landry, S. H., Smith, K. E., Swank, P. R., Assel, M. A., & Vellet, S. (2001). Does early responsive parenting have a special importance for children’s development or is consistency across early childhood necessary? Developmental Psychology, 37, 387–403.
55. Larsen, R. J., & Prizmic, Z. (2004). Affect regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 40–61). New York: Guilford Press.
56. Laurent, A. C., & Rubin, E. (2004). Challenges in emotional regulation in Asperger Syndrome and high-functioning autism. Topics in Language Disorders, 24(4), 286–297.
57. Mann, L. (1979). On the trail of process: A historical perspective on cognitive processes and their training. New York: Grune and Stratton.
58. Martin, J. E., Mithaug, D. E., Cox, P., Peterson, L. Y., Van Dyke, J. L., & Cash, M. E. (2003). Increasing self-determination: Teaching students to plan, work, evaluate, and adjust. Exceptional Children, 69(4), 431–447.
59. McCabe, L. A., Cunnington, M., & Brooks-Dunn, J. (2004). The development of selfregulation in young children: Individual characteristics and environmental contexts. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 340–356). New York: Guilford Press.
60. Meichenbaum, D. (1977). Cognitive behavior modification: An integrative approach. New York: Plenum Press.
61. Meichenbaum, D., & Biemiller, A. (1998). Nurturing independent learners: Helping students take charge of their learning. Cambridge, MA: Brookline Books.
62. Mischel, W., & Ayduk, O. (2004). Willpower in a cognitive-affective processing system: The dynamics of delay of gratification. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 99–129). New York: Guilford Press.
63. Nybo, T., & Koskiniemi, M. (1999) Cognitive indicators of vocational outcome after severe traumatic brain injury in childhood. Brain Injury, 13(10), 759–766.
64. Palinscar, A. S., & Brown, A. L. (1989). Classroom dialogues to promote self-regulated comprehension. In J. Brophy (Ed.), Teaching for understanding and self-regulated learning (Vol. 1). Greenwich, CT: JAI Press.
65. Peterson, C., Maier, S. F., & Seligman, M. E. P. (1993). Learned helplessness: A theory for the age of control. New York: Oxford University Press.
66. Pressley, M. (1995). Cognitive strategy instruction that really improves children’s academic performance. Cambridge, MA: Brookline Books.
67. Pressley, M. (2002) Reading instruction that works: The case for balanced teaching (2nd ed.). New York: Guilford Press.
68. Pressley, M.(1995). Cognitive strategy instruction that really improves children’s academic performance (Rev. ed.). Cambridge, MA: Brookline Books.
69. Reeve, J. (2002). Self-determination theory applied to educational settings. In E. L. Deci & R. M. Ryan (Eds.), Handbook of self-determination research (pp. 183–203). University of Rochester Press.
70. Reeve, J., Bolt, E., & Cai, Y. (1999). Autonomy-supportive teachers: How they teach and motivate students. Journal of Educational Psychology, 91, 537–548.
71. Reid, R., Trout, A. L., & Schartz, M. (2005). Self-regulation interventions for children with attention deficit=hyperactivity disorder. Exceptional Children, 71(4), 361–377.
72. Resnick, L. B. (1987).Education and learning to think.Washington, DC:NationalAcademyPress.
73. Robinson, T. R., Smith, S. W., Miller, M. D., & Brownell, M. T. (1999). Cognitive behavior modification of hyperactivity-impulsivity and aggression: A meta-analysis of schoolbased studies. Journal of Educational Psychology, 91, 195–203.
74. Rolls, E. T. (1998). The orbotofrontal cortex. In A. C. Roberts, T. W. Robbins, & L. Weiskrantz (Eds.), The prefrontal cortex: Executive and cognitive functions (pp. 67–86). Oxford University Press.
75. Rolls, E. T. (2000). The orbitofrontal cortex and reward. Cerebral Cortex, 10(3), 284–294.
76. Russell, J. (Ed.). (1998). Autism as an executive disorder. New York: Oxford University Press.
77. Ryan, R. M., & Deci, E. L. (2000). Self-determination theory and the facilitation of intrinsic motivation, social development, and well-being. American Psychologist, 55, 68–78.
78. Ryan, R. M., & Deci, E. L. (2002). Overview of self-determination theory: An organismic dialectical perspective. In E. L. Deci& R.M. Ryan (Eds.), Handbook of self-determination research (pp. 3–33). University of Rochester Press.
79. Samsoti, F. J., Powell-Smith, K. A., & Kincaid, D. (2004). A research synthesis of social story interventions for children with autism spectrum disorders. Focus on Autism and Other Developmental Disabilities, 19(4), 194–204.
80. Schlund, M. W. (2002a). Effects of acquired brain injury on adaptive choice and the role of reduced sensitivity to contingencies. Brain Injury, 16, 527–535.
81. Schlund, M. W. (2002b). The effects of brain injury on choice and sensitivity to remote consequences: Deficits in discriminating response-consequences relations. Brain Injury, 16, 347–357.
82. Schmeichel, B. J., & Baumeister, R. F. (2004). Self-regulatory strength. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 84–98). New York: Guilford Press.
83. Schmitter-Edgecombe, M. (1996). Effects of traumatic brain injury on cognitive performance: An attentional resource hypothesis in search of data. Journal of Head Trauma Rehabilitation, 11(2), 17–30.
84. Shallice, T., & Burgess, P. W. (1991). Deficits in strategy application following frontal lobe damage in man. Brain, 114, 727–741.
85. Skinner, B. F. (1953). Science and human behavior. New York: Free Press.
86. Swanson, H. L. (1999). Instructional components that predict treatment outcomes for students with learning disabilities: Support for a combined strategy and direct instruction model. Learning Disabilities Research and Practice, 14(3), 129–140.
87. Swanson, H. L., & Hoskyn, M. (2001). Instructing adolescents with learning disabilities: A component and composite analysis. Learning Disabilities Research and Practice, 16 (2), 109–119.
88. Sweet, A. P., & Snow, C. (2002). Reconceptualizing reading comprehension. In C. C. Block, L. B. Gambrell, & M. Pressley (Eds.), Improving comprehension instruction: Rethinking research, theory, and classroom practice (pp. 17–53). San Francisco: John Wiley & Sons (Jossey-Bass).
89. Tranel, D. (2002). Emotion, decision making, and the ventromedial prefrontal cortex. In D. T. Stuss & R. T. Knight (Eds.), Principles of frontal lobe function (pp. 338–353). New York: Oxford University Press.
90. Vohs, K. D., & Baumeister, R. F. (2004). Understanding self-regulation: An introduction. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 1–9). New York: Guilford Press.
91. Vohs, K. D., & Ciarocco, N. J. (2004). Interpersonal functioning requires self-regulation. In R. F. Baumeister & K. D. Vohs (Eds.), Handbook of self-regulation: Research, theory and applications (pp. 392–407). New York: Guilford Press.
92. Vygotsky, L. S. (1962). Thought and language (A. Kozulin, Trans.). Cambridge, MA: M.I.T. Press. (Original work published 1934)
93. Waber, D. P., Gerber, E. B., Turcios, V. Y., Wagner, E. R., & Forbes, P. W. (2006). Executive functions and performance on high-stakes testing in children from urban schools. Developmental Neuropsychology, 29(3), 459–477.
94. Wade, S. L., Michaud, L., & Maines-Brown, T. (2006). Putting the pieces together: Preliminary efficacy of a family problem-solving intervention for children with traumatic brain injury. Journal of Head Trauma Rehabilitation, 21(1), 57–67.
95. Wehmeyer, M. L. (1995). The Arc’s Self-Determination Scale: Procedural guidelines. Arlington, TX: The Arc of the United States.
96. Wehmeyer, M. L., Agran, M., & Hughes, C. (1998). Teaching self-determination to students with disabilities: Basic skills for successful transition. Baltimore: Paul H. Brookes.
97. Wehmeyer, M. L., Palmer, S. B., Agran, M., Mithaug, D. E., & Martin, J. E. (2000). Promoting causal agency: The self-determined learning model of instruction. Exceptional Children, 66(4), 439–453.
98. Wehmeyer, M. L., & Schwartz, M. (1997). Self-determination and positive adult outcomes: A follow-up study of youth with mental retardation or learning disabilities. Exceptional Children, 63(2), 245–255.
99. Williams, G. C., & Deci, E. L. (1996). Internalization of biopsychosocial values by medical students: A test of self-determination theory. Journal of Personality and Social Psychology, 70, 767–779.
100. Ylvisaker, M. (2003). Context-sensitive cognitive rehabilitation: Theory and practice. Brain Impairment, 4(1), 1–16.
101. Ylvisaker, M. (2006). Self-coaching: A context-sensitive approach to social communication after traumatic brain injury. Brain Impairment, 7, 246–258.
102. Ylvisaker, M., & Feeney, T. (1998). Collaborative brain injury intervention: Positive everyday routines. San Diego, CA: Singular.
103. Ylvisaker, M., & Feeney, T. (2000). Construction of identity after traumatic brain injury. Brain Impairment, 1, 12–28.
104. Ylvisaker, M., & Feeney, T. (2002). Executive functions, self-regulation, and learned optimism in pediatric rehabilitation: A review and implications for intervention. Pediatric Rehabilitation, 5(2), 51–70.
105. Ylvisaker, M., Jacobs, H., & Feeney, T. (2003). Positive supports for people who experience disability following brain injury: A review. Journal of Head Trauma Rehabilitation, 18(1), 7–32.
106. Ylvisaker, M., Szekeres, S. F., & Haarbauer-Krupa, J. (1998). Cognitive rehabilitation: Organization, memory and language. In M. Ylvisaker (Ed.), Traumatic brain injury rehabilitation: Children and adolescents (Rev. ed., pp. 181–220). Boston: Butterworth- Heinemann.
107. Ylvisaker, M., Szekeres, S. F., & Feeney, T. (1998). Cognitive rehabilitation: Executive functions. In M. Ylvisaker (Ed.), Traumatic brain injury rehabilitation: Children and adolescents (Rev. ed., pp. 221–269). Boston: Butterworth-Heinemann.
108. Ylvisaker, M., Turkstra, L., Coehlo, C., Yorkston, K., Kennedy, M., Sohlberg, M., & Avery, J. (2007). Behavioral interventions for individuals with behavior disorders after TBI: A systematic review of the evidence. Brain Injury, 21(8), 769–805.