Mapping Language to Actions and Movement Across Time and Space: New Strategies for Promoting Successful Task Execution

Abstract

Purpose: This clinical focus article reviews current research on how individuals “map” language to their actions and movement across time and space as a key component of effective task execution and presents clinical recommendations for teaching students with impaired executive functioning to develop this essential “mapping” skill. Because students diagnosed with executive function (EF) challenges are generally not described as having a communication impairment, they frequently do not qualify to receive speech and language therapy in school settings. However, recent research indicates that both verbal and nonverbal language are foundational EF skills, and school-based speech and language pathologists will find that incorporating the language-based interventions for EF challenges outlined here can substantially improve treatment outcomes for all students with EF difficulties. Conclusions: We make four language-based treatment recommendations: (a) begin the development of independent EF skills by first introducing the concept of moving from the present to a desired future outcome as a form of “mental time travel” (e.g., start by mentally picturing oneself attaining the end goal of an assignment); (b) instruct students in the importance of picturing, talking about, and gesturing the concrete steps they will take to reach that future goal; (c) focus on developing robust verb vocabularies to make those mental steps as vivid as possible before the actual task execution begins; and (d) develop self-talk implementation intentions to strengthen both the ability to visualize oneself moving toward the future goal and the ability to form a “Plan B” when obstacles arise. We begin by considering a hands-on example of two students with contrasting EF profiles; followed by a review of the research on the four EF components and treatment steps outlined above; and conclude with a clinical model for teaching these four steps in school and treatment settings.