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Assessing Executive Functioning: A Pragmatic Review

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Abstract

Despite the common usage of the term executive functioning in neuropsychology, several aspects of this concept remain unsettled. In this paper, we will address some of the issues surrounding the notion of executive functioning and how an understanding of executive functioning and its components might assist school-based practitioners to better understand children and their difficulties in being successful in school. Specifically, we will review current definitions of executive functioning and discuss the strengths and limitations of different approaches to the assessment of executive functioning for school-based practitioners.

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  1. College of Educational Studies, Chapman University, One University Drive, Orange, CA, 92866, USA

    Michael R. Hass, Ashlea Patterson, Jocelyn Sukraw & Brianna M. Sullivan

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  1. Michael R. Hass
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Correspondence to Michael R. Hass.

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Hass, M.R., Patterson, A., Sukraw, J. et al. Assessing Executive Functioning: A Pragmatic Review. Contemp School Psychol 18, 91–102 (2014). https://doi.org/10.1007/s40688-013-0002-6

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