INTERVENTIONS POUR PROMOUVOIR LE DEVELOPPEMENT EXECUTIF CHEZ LES ENFANTS ET ADOLESCENTS (CHAPITRE 24)

Researchers and developers of tests of executive functioning and behavior rating scales designed to assess executive skills have all organized andcategorized executive skills somewhat differently. For instance, the developers of the Behavior Rating Inventory of Executive Function (Gioia, Isquith, Guy, & Kenworthy, 2000 have defined two broad categories of skills, those involved in behavior regulation (e.g., impulse control, emotion control) and those that are more metacognitive in nature (e.g., working memory, task initiation, planning/organization). More recently, Barkley (2011), in developing the Barkley Deficits in Executive Functioning Scale, identified five broad categories of executive functioning (e.g., self-regulation of emotion, time management, organization/problem solving). In our work with parents and teachers, we have identified 11 individual executive skills that we believe figure prominently in understanding why some children tackle activities of daily living, including schoolwork, homework, chores, and daily routines, more successfully than others. Table 24.1 lists these skills, along with brief definitions, and a description of the most common exemplars of problems associated with each executive skill.