Parents' Executive Functioning and Involvement in Their Child's Education: An Integrated Literature Review.
Damali M Wilson, Deborah Gross
PMID 29498059WHAT IT FOUND
Parental executive function may affect school involvement through working memory, planning, inhibition, and flexibility.
Sleep, stress, mood, and age can change it. The review proposes brief, concrete, routine, stepwise school communication supports.
Key findings
01Parents' executive functioning can influence their children's learning and academic achievement through parenting behaviors.
02Parental executive functioning is not fixed; it can be influenced by developmental and psychosocial factors.
03The review's school recommendations are intended to partner with parents who have executive-function limitations, not to change parental executive functioning.
STILL TO COME
How it was doneWhat they foundWhat it means for OTs
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What it does not show
This is a narrative integrated literature review, not a randomized trial or tested intervention study. The supplied text does not report how many studies were included, how study quality was appraised, or how evidence was weighted. The recommendations are proposed by the authors and are not shown to improve parental executive functioning or child school outcomes. The paper focuses on parents and school involvement, so it does not directly address clinical treatment of a patient's impairment.
Declared interests
The supplied text does not report author conflicts of interest. The supplied publication types list NIH and U.S. Public Health Service research support.
The easy way to misread this
Do not read the school strategies as evidence that they improve parental executive functioning or child academic outcomes. The paper is a narrative review, and it says the recommendations are not designed to change parental executive function.