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Books on the topic 'Questionnaire for the assessment of Executive Function'

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Author: Grafiati

Published: 9 March 2023

Last updated: 10 March 2023

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1

A, Perkins Lisa, ed. Essentials of executive function assessment. Hoboken, N.J: John Wiley & Sons, 2012.

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2

A, Perkins Lisa, and Divner Bob Van, eds. Assessment and intervention for executive function difficulties. New York, NY: Routledge, 2008.

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3

Executive function and dysfunction: Identification, assessment, and treatment. Cambridge: Cambridge University Press, 2012.

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4

McCloskey, George, Lisa A. Perkins, and Bob Van Divner. Assessment and Intervention for Executive Function Difficulties. Routledge, 2008. http://dx.doi.org/10.4324/9780203893753.

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5

McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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6

McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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7

McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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8

McCloskey, George, Lisa A. Perkins, and Bob Van Diviner. Assessment and Intervention for Executive Function Difficulties. Taylor & Francis Group, 2008.

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9

Assessment and Intervention for Executive Function Difficulties. Routledge, 2008.

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10

Sparrow, Elizabeth P., and Scott J. Hunter. Executive Function and Dysfunction: Identification, Assessment and Treatment. Cambridge University Press, 2012.

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11

Sparrow, Elizabeth P., and Scott J. Hunter. Executive Function and Dysfunction: Identification, Assessment and Treatment. Cambridge University Press, 2012.

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12

Sparrow, Elizabeth P., and Scott J. Hunter. Executive Function and Dysfunction: Identification, Assessment and Treatment. Cambridge University Press, 2012.

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13

McCloskey, G. P. Assessment and Intervention for Executive Function Difficulties (School-based Practice in Action). Routledge, 2008.

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14

McCloskey, G. P. Assessment and Intervention for Executive Function Difficulties (School-Based Practice in Action Series). Routledge, 2008.

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15

Patterson, Janet P. Aphasia Assessment. Edited by Anastasia M. Raymer and Leslie J. Gonzalez Rothi. Oxford University Press, 2015. http://dx.doi.org/10.1093/oxfordhb/9780199772391.013.3.

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Theoretically grounded aphasia assessment that matches clinical practice settings is critical to planning intervention and assisting individuals with aphasia and their family members. This chapter begins with an overview of aphasia assessment in three historical periods: clinical description prior to 1935, standardized testing into the 1960s, and the postmodern era of multifaceted assessment. Topics in this section include aphasia classification; screening; assessing specific linguistic ability, functional communication, and quality of life; and assessment within cognitive neuropsychological and information-processing models. The second section describes contemporary assessment practices including the purpose and models of assessment, personal and environmental factors influencing assessment decisions, assessing conversation and connected speech, and related assessment areas such as cognition, executive function, and emotional state. Finally, emerging trends in assessment are discussed including evidence-based practice, treatment candidacy and prognosis, psychosocial models of assessment, and telehealth. Successful aphasia assessment should be a principled, systematic, and dynamic component of managing and living with aphasia.

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16

Limpo, Teresa, and Thierry Olive, eds. Executive Functions and Writing. Oxford University Press, 2021. http://dx.doi.org/10.1093/oso/9780198863564.001.0001.

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Executive functions are a set of cognitive processes we use to act on information, manage resources, and plan and monitor our own behaviour, all with the aim of achieving an end goal. These are skills that develop from infancy. While ‘reading’ has been extensively studied in psychology literature, ‘writing’ has been somewhat neglected, despite a lack of capability in this area being linked to poverty and social exclusion. This book is the first to provide a comprehensive state-of-the-art review concerning the relationship between executive function skills and writing. It explores its role across the lifespan, addressing all groups of writers, from children and those with learning and language difficulties, to adults and elders. It considers theoretical viewpoints, assessment, and methodological issues, and developmental disorders, and closes with insightful commentary chapters that draw future directions for investigating executive functions.

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17

Hodges, John R. Testing Cognitive Function at the Bedside. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780198749189.003.0005.

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This chapter explores the second component of assessment in patients with suspected cognitive dysfunction: testing cognitive function at the bedside. The first part of the examination should assess distributed cognitive functions, notably orientation and attention, episodic and semantic memory, and frontal executive function (initiation in the form of verbal fluency, abstraction, response inhibition, and set shifting); deficits in these indicate damage to particular brain systems, but not to focal areas of one hemisphere. The second part of the assessment deals with localized functions, divided into those associated with the dominant (i.e. the left side, in right-handers) and non-dominant hemispheres. The former relates largely to tests of spoken language with supplementary tests of reading, writing, calculation, and praxis when applicable. Testing right hemisphere function focuses on neglect (personal and extrapersonal), visuospatial and constructional abilities, and the agnosias including object and face agnosia.

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18

Cummings, Jeffrey, and Kate Zhong. Promise and Challenges in Drug Development and Assessment for Cognitive Enhancers. Oxford University Press, 2017. http://dx.doi.org/10.1093/med/9780190214401.003.0001.

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Cognitive disturbances are ubiquitous in neurologic and psychiatric disorders. Schizophrenia, depression, developmental disorders, acquired brain disorders (traumatic brain injury and stroke), and neurodegenerative disorders all have cognitive impairment as a manifestation. Cognitive enhancers can improve intellectual function and have been approved for Alzheimer’s dementia, dementia of Parkinson’s disease, and attention deficit hyperactivity disorder. Cognitive enhancers are being developed for other cognitive disorders. There are many advantages for development of symptomatic cognitive enhancers compared to disease-modifying agents. Cognitive enhancers typically modulate transmitter systems. Cross-disease phenotypes such as executive function impairment may represent a development strategy for cognitive enhancing agents. Life cycle management strategies for cognitive enhancers include expanding indications to disorders with related pathophysiology or to different stages of disease severity and development of alternate formulations. Cognitive enhancers can restore essential cognitive capability and are a critical element of optimal care of patients with neurologic and psychiatric disorders.

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