Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? Article

Landis, Taylor D, Hart, Katie C, Graziano, Paulo A. (2019). Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum? . CHILD NEUROPSYCHOLOGY, 25(5), 688-704. 10.1080/09297049.2018.1526271

keywords

  • ADHD
  • CHILDREN
  • Clinical Neurology
  • DISORDER
  • EXECUTIVE FUNCTIONS
  • HYPERACTIVITY
  • INTERVENTION
  • KINDERGARTEN
  • Life Sciences & Biomedicine
  • Neurosciences & Neurology
  • PROMOTION
  • Preschool
  • SCHOOL READINESS
  • Science & Technology
  • WORKING-MEMORY
  • cognitive training
  • executive function
  • externalizing behavior problems
  • intervention
  • self-regulation

Digital Object Identifier (DOI)

publisher

  • ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD

start page

  • 688

end page

  • 704

volume

  • 25

issue

  • 5