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International Journal of Early Childhood Special Education (INT-JECSE)

Yıl 2011 , Cilt 3 , Sayı 1

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Case study of the identification, assessment and early intervention of executive function deficits

Yazar kurumları :
The University of Akron1
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Educators recognize the need to identify young children who may require intervention because the sooner intervention is initiated, the greater the possibility for remediating a problem. It is imperative that teachers be provided with timely and sufficient information about their students in order to begin to help child become successful learners. Executive functions play a fundamental role in a child's cognitive and social-emotional/behavioral functioning; hence the importance of early detection and early intervention. Through early screening, assessment and intervention, there is greater potential to enhance a child's long-term achievement, functional independence, and social-emotional/behavior challenges. This article focuses on the identification, assessment, and intervention of execution function deficits through a case study.

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