Skip to main content
SpringerLink
Log in

Building Executive Functioning in Children Through Problem Solving

  • Chapter
  • First Online:
Handbook of Executive Functioning

  • 14k Accesses

Abstract

This chapter will first establish the relationship between key areas of executive functioning, language, and problem solving from a historical perspective. Next, the author will describe an evidence-based approach to teaching social problem solving through language to children and the relationship of this approach to executive functioning. Finally, the author will conclude with research data and specific case studies supporting the efficacy of a problem-solving approach for improving executive functioning in children.

This is a preview of subscription content, log in via an institution to check access.

Access this chapter

Log in via an institution
Chapter
USD 29.95
Price excludes VAT (USA)
  • Available as PDF
  • Read on any device
  • Instant download
  • Own it forever
eBook
USD 349.00
Price excludes VAT (USA)
  • Available as EPUB and PDF
  • Read on any device
  • Instant download
  • Own it forever
Softcover Book
USD 449.99
Price excludes VAT (USA)
  • Compact, lightweight edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info
Hardcover Book
USD 449.99
Price excludes VAT (USA)
  • Durable hardcover edition
  • Dispatched in 3 to 5 business days
  • Free shipping worldwide - see info

Tax calculation will be finalised at checkout

Purchases are for personal use only

Institutional subscriptions

References

  • Aberson, B. (1996). An intervention for improving executive functioning and social/emotional adjustment of ADHD children: Three single case design studies. Unpublished doctoral dissertation, Miami Institute of Psychology.

    Google Scholar 

  • Aberson, B., Albury, C., Gutting, S., Mann, F., & Trushin, B. (1986). I can problem solve (ICPS): A cognitive training program for kindergarten children. Unpublished manuscript, Dade County Public Schools, Miami, FL.

    Google Scholar 

  • Aberson, B., & Ardila, A. (2000). An intervention for improving executive functioning and social/emotional adjustment of three ADHD children. A four-year follow-up. Unpublished manuscript.

    Google Scholar 

  • Abidin, R. (1990). Parenting stress index—Short form. Charlottesville, VA: Pediatric Psychology Press.

    Google Scholar 

  • Barkley, R. A. (2012). Executive functions. New York: Guilford Press.

    Google Scholar 

  • Bell, M. A., & Fox, N. A. (1992). The relations between frontal brain electrical activity and cognitive development during infancy. Child Development, 63, 1142–1163. In Anderson, E., Northam, J. H., & Wrennall, J. (2001). Developmental neuropsychology a clinical approach (p. 94). New York: Psychology Press.

    Google Scholar 

  • Benson, D. F. (1991). The role of frontal dysfunction hyperactivity disorder. Journal of Child Neurology, 6, 9–12.

    Google Scholar 

  • Chugani, H. T., Phelps, N. E., & Mazziotta, J. C. (1987). Positron emission tomography study of human brain functional development. Annals of Neurology, 22, 287–297. In Anderson, E., Northam, J. H., & Wrennall, J. (2001). Developmental neuropsychology—A clinical approach (p. 94). New York: Psychology Press.

    Google Scholar 

  • Cummings, J. L. (1993). Frontal-subcortical circuits and human behavior. Archives of Neurology, 50, 873–880.

    Article  PubMed  Google Scholar 

  • Goldberg, E. (2009). The new executive brain. New York: Oxford University Press.

    Google Scholar 

  • Grenell, M. M., Glass, C. R., & Katz, K. S. (1987). Hyperactive children and peer interaction: Knowledge and performance of social skills. Journal of Abnormal Child Psychology, 15, 1–13.

    Article  PubMed  Google Scholar 

  • Hamlet, K. W., Pellegrini, D. S., & Conners, C. K. (1987). An investigation of cognitive processes in the problem solving of attention deficit disorder hyperactive children. Journal of Pediatric Psychology, 12, 227–239.

    Article  Google Scholar 

  • Klin, A., Volkmar, F. R., & Sparrow, S. S. (2000). Asperger’s syndrome. New York: Guilford.

    Google Scholar 

  • Kumpfer, K. L., Alvarado, R., Tait, C., & Turner, C. (2002). Effectiveness of school-based family and children’s skills training for substance abuse prevention among 6–8 year old rural children. Psychology of Addictive Behaviors, 16, S65–S71.

    Article  PubMed  Google Scholar 

  • Landau, S., & Milich, R. (1988). Social communication patterns of attention deficit disordered boys. Journal of Abnormal Child Psychology, 16, 69–86.

    Article  PubMed  Google Scholar 

  • Levin, H. S., Culhane, K. A., Hartmann, J., Evankovich, K., Mattson, A. J., Harward, H., et al. (1991). Developmental changes in performance on tests of purported frontal lobe functioning. Developmental Neuropsychology, 7, 377–395.

    Article  Google Scholar 

  • Luria, A. R. (1966). Human brain and psychological processes. New York: Harper & Row.

    Google Scholar 

  • Luria, A. R. (1973). The working brain: An introduction to neuropsychology. New York: Basic Books.

    Google Scholar 

  • Ozonoff, S., Pennington, B. F., & Rogers, S. J. (1991). Executive function deficits in high-functioning autistic individuals: Relationship to theory of mind. Journal of Child Psychology and Psychiatry, 32(7), 1081–1105. In Goldstein, S., Naglieri, J. A., & Ozonoff, S. (Eds.). (2009). Assessment of autistic spectrum disorders. New York: Guilford Press.

    Google Scholar 

  • Renshaw, P. D., & Asher, S. R. (1983). Social knowledge and sociometric status. Children’s goals and strategies for social interaction. In Pelham, W. D., & Milich, R. (1989). Peer relationships in children with hyperactivity/attention deficit disorder. Journal of Learning Disabilities, 17, 560–567.

    Google Scholar 

  • Reynolds, C. R., & Kamphaus, R. W. (1992). Behavior assessment system for children. Circle Pines, MI: American Guidance Service.

    Google Scholar 

  • Roberts, A. C., Robbins, T. W., & Weiskrantz, L. (2002). The prefrontal cortex: Executive and cognitive functions. Oxford: Oxford University Press.

    Google Scholar 

  • Schmahmann, J. (2004). Disorders of the cerebellum: Ataxia, dysmetria of thought, and the cerebellar cognitive affective syndrome. The Journal of Neuropsychiatry and Clinical Neurosciences, 16(3), 367–378.

    Article  PubMed  Google Scholar 

  • Shapiro, E. G., Hughes, S. J., August, G. J., & Bloomquist, M. L. (1993). Processing of emotional information in children with attention deficit hyperactivity disorder. Developmental Neuropsychology, 9, 207–224.

    Article  Google Scholar 

  • Shimamura, A. P., Janowsky, J. S., & Squire, L. R. (1990). Memory for the temporal order of events in patients with frontal lobe lesions and amnesic patients. Neuropsychologia, 28(8), 803–814. In Levin, H. S., Eisenberg, M., & Benton, A. L. (1991). Frontal lobe function and dysfunction (pp. 191–192). New York: Oxford University Press.

    Google Scholar 

  • Shure, M. B. (1992). I can problem solve (ICPS): An interpersonal cognitive problem solving program for children (kindergarten/primary grades). Champaign, IL: Research Press.

    Google Scholar 

  • Shure, M. B. (1993). Interpersonal problem solving and prevention. A comprehensive report of research and training: A five-year-longitudinal study (Report #MH-40801). Washington, DC: National Institute of Health.

    Google Scholar 

  • Shure, M. B. (1996). Raising a thinking child: Help your young child resolve everyday conflict and get along with others. New York: Pocket Books.

    Google Scholar 

  • Shure, M. B. (2000). Raising a thinking child workbook: Teaching young children how to resolve everyday conflicts and get along with others. Champaign, IL: Research Press.

    Google Scholar 

  • Shure, M. B., & Aberson, B. (2005). Enhancing the process of resilience through effective thinking. In S. Goldstein & R. Brooks (Eds.), Handbook of resilience in children. New York: Kluwer Academic/Plenum Publishers.

    Google Scholar 

  • Shure, M. B., & Spivack, G. (1972). Means-end thinking, adjustment, and social class among elementary-school-aged children. Journal of Consulting and Clinical Psychology, 38, 348–353.

    Article  PubMed  Google Scholar 

  • Shure, M. B., & Spivack, G. (1974). Preschool interpersonal problem solving (PIPS) test. Philadelphia: Hahnemann University.

    Google Scholar 

  • Shure, M. B., & Spivack, G. (1978) A mental health program for kindergarten children: A cognitive approach to interpersonal problem solving. Training script. Philadelphia: Department of Mental Health Sciences, Hahnemann Medical Col.

    Google Scholar 

  • Shure, M. B & Spivack, G. (1979). Interpersonal problem solving thinking and adjustment in the mother-child dyad. In M. W Kent and J.E. Rolf (Eds.) The primary prevention of psychopathology. Vol. 3. Social competence in children (pp 201–219.) Hanover, NH: University Press of New England.

    Google Scholar 

  • Shure, M. B., & Spivack, G. (1980). Interpersonal problem solving as a mediator of behavioral adjustment in preschool and kindergarten children. Journal of Applied Developmental Psychology, 1, 29–44.

    Article  Google Scholar 

  • Shure, M. B., & Spivack, G. (1982). Interpersonal problem solving in young children: A cognitive approach to prevention. American Journal of Community Psychology, 10m, 341–356.

    Google Scholar 

  • Spivack, G., & Shure, M.B. (1974) Social adjustment of young children. A cognitive approach to solving real life problems. San Francisco. Josey Bass Publications.

    Google Scholar 

  • Stuss, D. T., & Benson, D. F. (1986). The frontal lobes. New York: Raven.

    Google Scholar 

  • Vygotsky, L. S. (1962). Thought and language. New York: MIT Press.

    Book  Google Scholar 

  • Whalen, C.K. & Henker, B. (1991). Therapies for hyperactive children: comparisons, combinations, and compromises. Journal of Consulting and Clinical Psychology, 59, 126–137.

    Google Scholar 

Download references

Author information

Authors and Affiliations

  1. Joe Dimaggio Children’s Hospital, Hollywood, FL, USA

    Bonnie Aberson

Authors
  1. Bonnie Aberson
    View author publications

    You can also search for this author in PubMed Google Scholar

Corresponding author

Correspondence to Bonnie Aberson .

Editor information

Editors and Affiliations

  1. Neurology, Learning and Behavior Center, Salt Lake City, Utah, USA

    Sam Goldstein

  2. University of Virginia Curry School of Education, Charlottesville, Virginia, USA

    Jack A. Naglieri

Rights and permissions

Reprints and permissions

Copyright information

© 2014 Springer Science+Business Media New York

About this chapter

Cite this chapter

Aberson, B. (2014). Building Executive Functioning in Children Through Problem Solving. In: Goldstein, S., Naglieri, J. (eds) Handbook of Executive Functioning. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-8106-5_28

Download citation

Publish with us

Policies and ethics

Search

Navigation