Executive Functioning in Neurodevelopmental Conditions
Examine executive-function differences across neurodevelopmental conditions and learn how to interpret research findings, evaluate assessment limitations, and apply evidence-informed approaches to school-based consultation and intervention.
Course Overview
Executive functioning plays an important role in learning, behavioral regulation, organization, problem-solving, and adaptive functioning. Difficulties with executive functioning are frequently observed among students with neurodevelopmental conditions, but the patterns of difficulty may overlap across diagnostic categories.
This course examines findings from Sadozai and colleagues' 2024 systematic review and meta-analysis, which synthesized evidence from 180 studies of executive functioning in children with neurodevelopmental conditions.
Participants will explore executive-function domains, similarities and differences across ADHD, autism, and learning disorders, limitations of common assessment approaches, and implications for school-based decision-making.
Emphasis is placed on translating group-level research findings into thoughtful, individualized assessment, consultation, and intervention planning.
Learning Objectives
Upon successful completion of this course, participants will be able to:
- Identify and describe the executive-function domains examined in the research and their relevance to learning and school functioning.
- Compare executive-function findings across ADHD, autism spectrum disorder, and learning disorders, including areas of overlap and variability.
- Evaluate methodological and measurement limitations affecting the interpretation of executive-function assessment results.
- Apply research findings to individualized school-based consultation, support planning, and progress monitoring.
Required Research Reading
This course is based on an open-access peer-reviewed systematic review and meta-analysis published in Nature Human Behaviour.
Primary Research Article
Sadozai, A. K., Sun, C., Demetriou, E. A., et al. (2024). Executive function in children with neurodevelopmental conditions: A systematic review and meta-analysis. Nature Human Behaviour.
DOI: 10.1038/s41562-024-02000-9
Read Research Article & Access PDF ↗Reading Guidance
As you review the article, focus on the executive-function domains examined, the magnitude and consistency of findings, differences across diagnostic groups, the measures used, and the limitations identified by the authors.
Consider how findings derived from research groups may inform, but should not replace, individualized evaluation and professional judgment.
Course Lessons
The course includes four lessons that progress from foundational research concepts to practical school-based applications.
Executive Function Domains
Examine attention, working memory, inhibition, cognitive flexibility, planning, and other domains evaluated in the meta-analysis. Interpret the significance of executive-function differences across neurodevelopmental conditions.
Executive Functioning Across ADHD, Autism, and Learning Disorders
Compare executive-function profiles across neurodevelopmental conditions. Explore overlapping difficulties, areas of variability, and the limitations of using executive-function patterns to distinguish diagnostic groups.
Assessment Limitations and Interpretation
Evaluate the strengths and limitations of executive-function rating scales, performance-based measures, and other assessment approaches. Integrate findings across measures, informants, and educational contexts.
School-Based Consultation and Intervention Implications
Apply executive-function research to individualized classroom supports, consultation, intervention planning, and progress monitoring. Develop recommendations that address functional needs rather than relying solely on diagnostic labels.
How to Complete This Course
-
1Complete the required reading Access the Sadozai et al. research article and review the assigned findings and discussion.
-
2Work through all four lessons Review the instructional material, examples, research interpretations, and practical applications presented in each lesson.
-
3Complete the applied activities Apply course concepts through four case-based activities comprising 18 learner-response prompts.
-
4Complete the final assessment Demonstrate understanding and application of the course material through the 12-question final assessment.
-
5Obtain your completion certificate After satisfying the course completion requirements, access your continuing education certificate through your learner account.
Continuing Education Credit
Online Independent Study
This course has been assigned 2.0 continuing education hours using the Mergener formula for independent-study credit-hour determination.
The documented calculation incorporates required reading and instructional content, 18 applied learner-response prompts, 12 final assessment questions, and the professional-level difficulty of the course.
View Credit-Hour Determination PDF ↗Intended Audience
This course is designed for psychologists working in schools, licensed educational psychologists, nationally certified school psychologists, and other qualified professionals involved in psychoeducational assessment, consultation, and school-based intervention.
Course Instructor
Jaime Flowers, Ph.D., NCSP, LEP, BCBA
Program Administrator and Director of Continuing Education
Child & School Psychology CE