The purpose of this article is to provide researchers and practitioners m school psychology and its related fields with a comprehensive review of a neuropsychological term, executive function, with regard to its current conceptualization, its relationship with various learning and behavior problems in childhood and adolescence, and major approaches to assessment and intervention for executive function difficulties. Up-to-date research findings and current trends and issues in the study of executive function are presented and discussed as relevant to the field of school psychology. Throughout the review, it is emphasized that executive function is a useful conceptual framework that school psychologists can utilize to understand, evaluate, and intervene with various educational and psychological problems encountered in school settings. Finally, implications for research and practice in school psychology and its related disciplines are discussed.
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