Reappraisal of Research on Executive Function Training in Children with Learning Disabilities Gupta Sanjeev Kumar1, Venkatesan S.2 1Doctoral Student, Department of Studies in Psychology, University of Mysore, Manasagangothri, Mysore, Karnataka, India 2Professor, Department of Clinical Psychology, All India Institute of Speech and Hearing, Manasagangothri, Mysore, Karnataka, India Online published on 3 April, 2014. Abstract This review inspects the empirical literature on training in executive functions for children with learning disabilities (LD). Despite average to above average levels of intelligence, adequate sensory or body health, ample schooling opportunities such children show poor academic performance and run a great risk for deficits in executive functions. Executive functions refer to the cognitive processes and behavioural competencies that enable people to engage in goal directed or problem-solving behaviours. It includes goal setting, identifying a problem, developing a plan, ability to execute the plan, show the required flexibility, attention and memory systems to guide, evaluate and/or self-monitor oneself till the end of an effective problem solving activity. Computerized and non-computerized training programmes are now being floated as beneficial in enhancing executive functions of such children. Such programs incorporate simple strategies for amelioration of attention and working memory. While this review seeks to piece together the available research on the chosen topic; in doing so, it also attempts to lay a base and explore the possibility of expatiating future studies relevant to developing training programmes in executive functions for the benefit of children with LD in our country. Top Keywords Attention, Dyslexia, Executive Function, Intervention, Working Memory. Top |