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Definition
Executive Function (EF) is responsible for an individual’s ability to effectively plan, manage,
and organize behavior to complete desired
novel activities. EF relies on the following three core skills: working memory, inhibition, and mental flexibility, to work simultaneously when an individual is learning a new skills or problem solving
Case example
Prior to the young girl pouring the liquid into the (McCarthy, 2015)
measuring cylinder, she needed to remember the
instructions provided by the teacher (working memory), gather needed materials (mental flexibility), and avoid distractions (inhibition) to complete task.
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Clinical problem
In current school-based occupational therapy practice, executive functioning resources are typically not utilized to support student performance. The identified factors contributing to the problem include:
● Limited number of effective school-based resources that address executive function
● Self-reports that school-based occupational therapy practitioners do not feel knowledgeable applying EF-related resources
● Previously established guidelines by school administration ● High caseload demands
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Solution to the problem
An online course for school-based occupational therapy practitioners was developed to:
● Improve the clinical knowledge of EF development in school age children.
● Provide best practice recommendations on assessments and interventions to utilize when working with school-age children.
● Develop a collaborative social network of occupational therapy practitioners committed to increasing the ways EF skills are addressed in the school setting.
(Harper, 2015)
● Prepare occupational therapy practitioners to be educators at their respective school districts and in turn serve as advocates for school-age children with EF-related needs.
In order to facilitate learning, interactive assignments are presented using a forum on-line platform to encourage a dynamic social learning environment.
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Executive Function and School-based Occupational Therapy Practice
School-based occupational therapy practitioners have the opportunity to work with students throughout their educational career. EF is a relevant area in occupational therapy as it is a critical component in cognition, which is part of the profession’s domain of practice. Occupational therapy practitioners are trained in observing and analyzing how an individual performs a task; cognitive performance is a consistent factor considered. EF skills need to be practiced to strengthen the foundations needed for learning and life.
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Recommendations for Occupational Therapy Practitioners
● Invest time to gain more knowledge in executive functioning
● Collaborate with other occupational therapy practitioners to brainstorm and troubleshoot ways to address EF with students
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References
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Curriculum Vitae
Certification and Licensure
Board of Occupational Therapy – State of California Issue date: August 29, 2013
License number: 13733 Credentials
Handwriting Without Tear Level 1 Certification Physical Agent Modalities Certification
Education
Boston University, Boston, Massachusetts Anticipated graduation September, 2016 Doctorate of Occupational Therapy
Capstone:
Loma Linda University, Loma Linda, California April 2013
Master of Science in Occupational Therapy
Claremont McKenna College, Claremont, California May 2007 Bachelor of Science in Cognitive Neuroscience
Senior thesis: Grade 1 concussions and the role of head rotational forces