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Educating Deaf LearnersCreating a Global Evidence Base$
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Harry Knoors and Marc Marschark

Print publication date: 2015

Print ISBN-13: 9780190215194

Published to Oxford Scholarship Online: November 2015

DOI: 10.1093/acprof:oso/9780190215194.001.0001

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Deaf Children’s Executive Functions

Deaf Children’s Executive Functions

From Research to Practice?

Chapter:
(p.231) 11 Deaf Children’s Executive Functions
Source:
Educating Deaf Learners
Author(s):

Daan Hermans

Brigitte Vugs

Van Berkel Van Hoof

Harry Knoors

Publisher:
Oxford University Press
DOI:10.1093/acprof:oso/9780190215194.003.0011

Executive functions (EFs) are the set of processes that are involved in the control of oneself and one’s cognitive resources in order to achieve a goal. It is an umbrella term for neurologically based skills involving mental control and self-regulation. This chapter uses Stanovich’s tripartite model of cognitive functioning as the theoretical framework to review the available experimental evidence on EFs in deaf children and adolescents. This framework captures the vital distinction between children’s functioning in highly structured and unstructured environments. The review shows that many deaf children and adolescents show noticeable executive functioning deficits or delays. EFs are often assumed to be fundamental to learning in general, for instance for acquiring a language or for learning at school. The chapter describes several compensatory and remedial interventions that aim to enhance or bypass executive functioning delays or deficits in deaf children.

Keywords:   executive functions, deaf, remedial intervention, compensatory intervention

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