Acquired and Developmental Executive Dysfunction: Common Intervention Principles

Abstract

When school-based speech-language pathologists encounter executive dysfunction, it is typically related to a developmental issue and is often associated with other diagnoses. There are students, however, who present with acquired executive function that is neurogenic in basis. These may present as very different disorders, yet there are commonalities between the two etiologies of executive dysfunction. This article presents some common principles of intervention for consideration by the school-based speech-language pathologist.