Executive Functions in Neuropsychological Practice

When it comes to neuropsychological evaluation, much time and effort is usually devoted (among others) to memory, language or attention impairments. While all of above, without the slightest doubt , are crucial in our everyday life; these would not function without executive functions (EF). This course is a chance not only to get to know how executive functions can be assessed by the neuropsychologist in pathology and later rehabilitated but also how do they work in norm and what can be done to improve their sufficiency in everyday life as well as how to help them develop well during the childhood.

When it comes to neuropsychological evaluation, much time and effort is usually devoted (among others) to memory, language or attention impairments. While all of above, without the slightest doubt, are crucial in our everyday life; these would not function without executive functions (EF) and vice versa.

There is a general agreement EF is an umbrella term for a complex cognitive processes that serve ongoing, goal-directed behaviours. Most of the definitions of EF include many, but not all, of the following elements: goal setting and planning, organization of behaviours over time, flexibility, attention and memory systems guiding the processes, self regulatory processes such as self monitoring.

Another issue regarding EF is the fact frontal lobes are often considered as an anatomical substrate of EF. As E. Goldberg characterizes them in one of his books: (The new executive brain, Oxford Press, 2009) frontal lobes are to the brain what a conductor to the orchestra, a general is to an army; the chief executive officer is to a corporation. Is it really the case, we will discuss during the classes.

This course is a chance not only to get to know how executive functions can be assessed by the neuropsychologist in pathology and later rehabilitated but also how do they work in norm and what can be done to improve their sufficiency in everyday life as well as how to help them develop well during the childhood.

Bibliography. Selected titles:

1 st topic:

 Champion, A. J. (2006). Executive function. In Neuropsychological rehabilitation. John Wiley & Sons. (p.97-122)

 Goldberg, E. (2009). The new executive brain. Frontal lobes in a complex world. Oxford University Press.

2nd topic:

 Stevens, L. T. (2014). The assessment of the executive functioning using the Delis Kaplan Executive Functions System (D-KEFS). In: Goldstein, S., Naglieri, J. (ed.). Handbook of Executive Functioning. Springer. (p. 209-222).

 Lezak, M., Howieson, D. B., Loring, D. W. (2004). Executive functions and motor performance. In: Neuropsychological assessment. Oxford University Press. (p. 611-646).

 McCloskey, G., Perkins, L. A. (2013). Essentials of Executive Functions Assessment. John Willey & Sons; Inc. (Chapters 3, 5,6).

 Alderman, N., Baker, D. (2009). Beyond the shopping center using the Multiple Errands Test in the assessment and rehabilitation of multi-tasking disorders. In: Oddy, M., Worthington; A. (ed.). The Rehabilitation of executive Disorders. A guide to theory and practice. Oxford University Press. (p. 97-118).

 Ready, R. E., Stierman, L., Paulsen, J. S. (2001) Ecological validity of neuropsychological and personality measures of executive functions. The Clinical Neuropsychologist 15, 3, 314–323.

3rd topic:

 Anderson, V. A., Enderson, P., Northam, E., Jacobs, R., Catroppa, C. (2001). Development of executive functions through late childhood and adolescence in an Australian sample. Developmental Neuropsychology 20, 1, 385–406.

 Anderson, V., Jacobs, R., Anderson, P. (ed.) (2008). Executive functions and the frontal lobes. A guide to theory and practice. Oxford University Press. (Chapters 2,3, 15, 18,19).

 Antshel, K. M., Hier, B. O., Barkley, (2014). Executive functioning Theory and ADHD. In: R. A. Goldstein, S., Naglieri, J. (ed.). Handbook of Executive Functioning. Springer. (p. 107 - 120).

 Bryan, J., Luszcz, M. A. (2000). Measurement of executive function: Considerations for detecting adult age differences. Journal of Clinical and Experimental Neuropsychology 22, 1,40–55.

 Geurts, H. M., de Vries, M., van den Bergh, S. F. W. M. (2014). Executive functioning theory and autism. In: R. A. Goldstein, S., Naglieri, J. (ed.) Handbook of Executive Functioning. Springer. (p.121-142).

 Joanna, N., Wilkinson, D., Stammers, S. and Low, J. L (2001): The role of tests of frontal executive function in the detection of mild dementia. International Journal of Geriatric Psychiatry, 16, 18–26.

 Melzer, L. (ed.). (2007). Executive functions in education. From theory to practice. The Guilford Press. New York. London. (Chapters 8-12).

 Wecker, N., S., Kramer, J., Wisniewski, A., Delis, D., C., Kaplan, E.

(2000). Age effects on executive ability. Neuropsychology 14, 3, 409–414.

4 th topic:

 Anderson, V., Jacobs, R., Anderson, P. (ed.) (2008). Executive functions and the frontal lobes. A guide to theory and practice. Oxford University Press. (Chapters 8, 14, 17, 20).

 Morgan, A. B., Lilienfeld, S. O. (2000): A meta-analytic review of the relation between antisocial behavior and neuropsychological measures of executive function. Clinical Psychology Review, 20, 1, 113–136.

 Oddy, M., Worthington; A. (ed.) (2009). The Rehabilitation of executive Disorders. A guide to theory and practice. Oxford University Press. (Chapters 2, 3, 4, 8, 9, 11, 18). Some additional texts are going to be provided directly by the instructor during the classes.

After the course students are expected to characterize well the concept of EF; know the tools for their neuropsychological assessment as well as the basics of their neuropsychological rehabilitation.

When it comes to the final mark a couple of points is going to be taken under consideration:

- Every participant is obliged to take a written test (open questions) which is going to be carried out during the last class (60% of the final mark).

- Case study summary , or another text delivered by the instructor, presented in front of the class (up to 20% of the final mark)

- Active participation in discussions during classes concerning presented topics (20%)

One unexcused absence is allowed. One more absence is allowed if excused, however students will fail the course in case of more than 2 absences.

Students must respect the principles of academic integrity. Cheating and plagiarism (including copying work from other students, internet or other sources) are serious violations that are punishable and instructors are required to report all cases to the administration.