Acquired and Developmental Executive Dysfunction: Common Intervention Principles When school-based speech-language pathologists encounter executive dysfunction, it is typically related to a developmental issue and is often associated with other diagnoses. There are students, however, who present with acquired executive function that is neurogenic in basis. These may present as very different disorders, yet there are commonalities between the ... Article
Article  |   December 01, 2014
Acquired and Developmental Executive Dysfunction: Common Intervention Principles
Author Notes
  • Disclosures: Financial: Lynn Drazinski has no relevant financial interests to disclose.
    Disclosures: Financial: Lynn Drazinski has no relevant financial interests to disclose.×
  • Nonfinancial: Lynn Drazinski has no relevant nonfinancial interests to disclose.
    Nonfinancial: Lynn Drazinski has no relevant nonfinancial interests to disclose.×
Article Information
School-Based Settings / Attention, Memory & Executive Functions / Articles
Article   |   December 01, 2014
Acquired and Developmental Executive Dysfunction: Common Intervention Principles
SIG 16 Perspectives on School-Based Issues, December 2014, Vol. 15, 134-140. doi:10.1044/sbi15.4.134
SIG 16 Perspectives on School-Based Issues, December 2014, Vol. 15, 134-140. doi:10.1044/sbi15.4.134

When school-based speech-language pathologists encounter executive dysfunction, it is typically related to a developmental issue and is often associated with other diagnoses. There are students, however, who present with acquired executive function that is neurogenic in basis. These may present as very different disorders, yet there are commonalities between the two etiologies of executive dysfunction. This article presents some common principles of intervention for consideration by the school-based speech-language pathologist.

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