Correction to Kampa-Kokesch and Anderson (2001).

Reports an error in "Executive coaching: A comprehensive review of the literature" by Sheila Kampa-Kokesch and Mary Z. Anderson (Consulting Psychology Journal: Practice and Research, 2001[Fal], Vol 53[4], 205-228). The author would like to indicate that unfortunately, Peterson’s (1993) dissertation on executive coaching outcomes was excluded from the original literature review conducted by Kampa-Kokesch and Anderson (2001). Later, Kampa and White (2002) stated that Peterson’s (1993) dissertation was excluded due to the programmatic nature of the coaching conducted in the study. Specifically, it was written, “this research did not investigate executive coaching as practiced by consultants in the field,” (p. 145). However, all of the coaches in Peterson’s study were field-based PDI consultants and the individuals being coached did receive individual coaching from those consultants. In the future, Peterson’s research, which was a well-designed long-term outcome study of 370 coaching participants, should be reviewed when considering executive coaching outcomes. (The following abstract of the original article appeared in record 2002-00097-001.) Executive coaching as a consultation intervention has received increased attention in the literature within the past decade. Executive coaching has been proposed as an intervention aimed toward helping executives improve their performance and consequently the performance of the overall organization (R. R. Kilburg, 1996c). Whether or not it does what it proposes, however, remains largely unknown because of the lack of empirical studies. Some also question whether executive coaching is just another fad in the long list of fads that have occurred in consultation and business. To explore these issues and the place of executive coaching in consulting practice, this article critically examines the literature on executive coaching. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An integrative model for executive coaching.

Executive coaching has grown in popularity, but in spite of this growth, the use of sophisticated approaches appears limited. This article brings together a series of evidence-based approaches to build an integrated model for executive coaching, which can be described as integrative coaching. This model uses the concept of working at multiple levels with coaches; behavioral, cognitive, and unconscious. It combines these elements into "streams," which the coach works across seamlessly. The model recognizes the central importance of building a coaching partnership and the role of emotional intelligence in this process with a focus on improving performance at work. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The contribution of executive control to the revising by students with writing and learning difficulties.

This study examined the role of executive control in the revising problems of 8th graders with writing and learning difficulties. The contribution of executive control was examined by providing students with executive support in carrying out the revising process. Students learned to use a routine that ensured that the individual elements involved in revising were coordinated and occurred in a regular way. Compared with revising under normal conditions, executive support made the process of revising easier for students and improved their revising behavior. They revised more often, produced more meaning-preserving revisions that improved text, and revised larger segments of text more frequently when using the executive routine. Executive support also had a greater impact on the overall quality of students' text than did normal revising. Students' difficulties with revising were not due solely to problems with executive control because they also experienced difficulties with the separate elements involved in revising. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Executive functions and social competence in young children 6 months following traumatic brain injury.

Objective: This study examined the impact of traumatic brain injury (TBI) in young children on executive functions and social competence, and particularly on the role of executive functions as a predictor of social competence. Method: Data were drawn from a prospective, longitudinal study. Participants were children between the ages of 3 years 0 months and 6 years 11 months at time of injury. The initial sample included 23 with severe TBI, 64 with moderate TBI, and 119 with orthopedic injuries (OI). All participants were assessed at 3 and 6 months postinjury. Executive functions were assessed using neuropsychological tests (Delayed Alternation task and Shape School) and parent ratings on the Behavior Rating Inventory of Executive Function and Child Behavior Questionnaire. Parents rated children's social competence on the Adaptive Behavior Assessment System, Preschool and Kindergarten Behavior Scales, and Home and Community Social Behavior Scales. Results: Children with severe TBI displayed more negative outcomes than children with OI on neuropsychological tests, ratings of executive functions, and ratings of social competence (η2 ranged from .03 to .11). Neuropsychological tests of executive functions had significant but weak relationships with behavioral ratings of executive functions (ΔR2 ranged from .06 to .08). Behavioral ratings of executive functions were strongly related to social competence (ΔR2 ranged from .32 to .42), although shared rater and method variance likely contributed to these associations. Conclusions: Severe TBI in young children negatively impacts executive functions and social competence. Executive functions may be an important determinant of social competence following TBI. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Conceptualizing Control in Social Cognition: How Executive Functioning Modulates the Expression of Automatic Stereotyping.

Two studies investigated the role of executive control in moderating the relationship between automatic stereotype activation and behavioral responses. Race bias in weapon identification was used to measure stereotyping, and a process dissociation procedure was used to measure automatic and controlled components of performance. In Experiment 1, the controlled component was shown to correlate with general attention control and race-specific motivations to control prejudice. Across multiple measures, automatic race bias was more likely to be expressed as behavioral discrimination among individuals with poor executive control. Experiment 2 found the same relationship between automatic and controlled components of behavior when predicting impressions of a Black individual. Executive control is discussed in the context of other control strategies in influential dual-process models of stereotyping. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Neuropsychological Executive Functioning in Children at Elevated Risk for Alcoholism: Findings in Early Adolescence.

One component of individual risk for alcoholism may involve cognitive vulnerabilities prodromal to alcoholism onset. This prospective study of 198 boys followed between 3 and 14 years of age evaluated neurocognitive functioning across three groups who varied in familial risk for future alcoholism. Measures of intelligence, reward-response, and a battery of neuropsychological executive and cognitive inhibitory measures were used. Executive functioning weaknesses were greater in families with alcoholism but no antisocial comorbidity. IQ and reward-response weaknesses were associated with familial antisocial alcoholism. Executive function effects were clearest for response inhibition, response speed, and symbol-digit modalities. Results suggest that executive deficits are not part of the highest risk, antisocial pathway to alcoholism but that some executive function weaknesses may contribute to a secondary risk pathway. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Action Frame Theory as a Practical Framework for the Executive Coaching Process.

Executive coaching has evolved as a practical activity undertaken to develop executive leaders and improve their functioning in highly competitive and challenging organizational environments. R. R. Kilburg (2000) proposed a holistic and integrated model to assist practitioners in their executive coaching engagements. However, further work is needed to operationalize the mediated focus outlined in his model of executive coaching. To address this need, the authors propose action frame theory (AFT) as a practical and sound framework to help guide the application of mediated focus, in addition to integrating the executive and system foci, during executive coaching engagements. AFT was developed from the theories of social action (T. Parsons, 1937) and functional job analysis (S. A. Fine & S. F. Cronshaw, 1999; S. A. Fine & M. Getkate, 1995). An illustrative application of AFT is provided to further clarify and explicate how AFT can assist in executive coaching assignments. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Behind the Mask Coaching Through Deep Interpersonal Communication.

Executive coaching can focus on personal behavior change, enhancing leadership effectiveness, fostering stronger relationships, personal development, and/or work-family integration or specific performance issues on the job. K. M. Wasylyshyn (2003a) and H. Levinson (personal communication, 2003) suggested that executive coaching reaches for a deeper level of clinical and therapeutic intervention. The authors propose a health-enhancing, developmental model of coaching anchored in a process of deep interpersonal communication. This approach is neither a surface approach nor a therapeutic approach. It is an interpersonal approach focused on safe, secure communication in which difficult, complicated issues are addressed and where crucial conversations occur. In this process, the executive is approached as a person, one who stands behind the executive mask or facade. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Executive function in individuals with subthreshold autism traits.

Objective: Recent research has documented increased psychosocial difficulties in individuals who report higher-than-typical autistic traits but without an Autism Spectrum Disorder (ASD) diagnosis. Less is known, however, regarding the cognitive profile of individuals with subthreshold autism symptomatology. The objective of the present study was to provide additional insight into this issue and examine whether young adults who report higher degrees of autism traits also report experiencing increased difficulties with executive control. Method: The Behavior Rating Inventory of Executive Function was utilized to evaluate behavioral aspects of executive functioning in 66 and 28 individuals who endorsed high and low subthreshold levels of autism symptomatology, respectively. Results: After accounting for Attention Deficit/Hyperactivity Disorder (ADHD) symptomatology at both the group and individual participant levels, we found that autism traits continued to explain a significant amount of variance in participants' overall level of executive function (Global Executive Composite) as well as within most individual executive domains. Interestingly, the high and low trait groups did not differ on the inhibitory control and organization of materials scales, areas of functioning that appears to be largely spared in individuals with ASD as well. Conclusions: Findings from the present study are consistent with past research linking ASD and executive control impairment. In addition, ASD and ADHD traits were associated with unique contributions to the executive control profile of individuals with subthreshold autism symptomatology. This finding underscores the importance of accounting for ADHD symptomatology in studying ASD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Predicting Age-Related Dual-Task Effects With Individual Differences on Neuropsychological Tests.

This study examined the relation of dual-task performance to individual differences on neuropsychological tests. Neuropsychological test scores from 16 young and 16 older participants were simultaneously submitted to a factor analysis that yielded 2 factors (Attention/Executive and Memory) that differed by age and 2 (Motor Speed and Cognitive Status) that did not. Regression analyses revealed that these factors were significant predictors of performance on a delayed visual recognition task, but the relationship varied as a function of task condition. The Memory and Motor Speed factors were the strongest predictors of single-task performance, but the Attention/Executive factor was the most important predictor of dual-task performance. The authors conclude that compromised central executive may underlie age-related decline in dual-task performance. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Frontal lobe dysfunctions in Korsakoff's syndrome and chronic alcoholism: Continuity or discontinuity?

The effect of long-term heavy alcohol consumption on brain functions is still under debate. The authors investigated a sample of 17 Korsakoff amnesics, 23 alcoholics without Korsakoff's syndrome, and 21 controls with peripheral nerve diseases, matched for intelligence and education. Executive functions were examined for word fluency, the modified Wisconsin Card Sorting Test, an alternate response task, and an "n-back" working memory task. Korsakoff amnesics, but not alcoholics, showed a marked memory impairment. They also scored lower in each of the executive tasks--the alcoholics only in the alternate response task. This task also correlated with the years of the alcohol dependency. First, the authors conclude that Korsakoff's syndrome is associated not only with a memory impairment but also with a global executive deficit. Second, the decline in the ability to alternate between different responses argues for a restricted neurotoxic effect of alcohol on some frontal lobe areas (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Evidence for deficits on different components of theory of mind in Huntington's disease.

Objective: The main aim of this study was to investigate the effects of Huntington's disease (HD) on cognitive and affective Theory of Mind (ToM) abilities. The relation of ToM performance and executive functions was also examined. Method: Eighteen HD patients, early in the course of the disease, and 18 healthy volunteers matched for age and educational levels, were given two tasks: a nonverbal cognitive ToM task assessing attribution of intentions to others and a revised version of the 'Reading the Mind in the Eyes' test, which is an affective ToM task assessing the understanding of other people's mental states from their eyes. Participants were also given various executive tests. Results: The two ToM tasks revealed a significant impairment of ToM abilities in HD patients. Executive functioning was impaired in the HD group and ToM performance on the attribution of intentions task was dependent on several executive processes. Conclusions: Our results are consistent with the idea that both cognitive and affective aspects of ToM could be impaired in HD patients, indicating that cortico-subcortical circuits are underlying higher social functions such as ToM. The results are also consistent with the idea that only a few executive mechanisms regulate the ToM abilities we tested in this work. They also provide a basis for the understanding of the disorganized behavior and the breakdown of interpersonal relationships in daily life after HD. (PsycINFO Database Record (c) 2011 APA, all rights reserved)     

Executive Self, Self-Esteem, and Negative Affectivity: Relations at the Phenotypic and Genotypic Level.

Complementary approaches examined the relations among executive self, self-esteem, and negative affectivity. A cross-sectional (N = 4,242) and a longitudinal (N = 158) study established that self-esteem mediated the relation between executive self and negative affectivity. A 3rd study (N = 878 twin pairs) replicated this pattern and examined genetic and environmental influences underlying all 3 phenotypes. Covariation among the 3 phenotypes reflected largely common genetic influences, although unique genetic effects explained variability in both executive self and negative affectivity. Executive self was influenced by shared environmental influences unique from those affecting self-esteem and negative affectivity. Nonshared environmental influences accounted for the majority of variance in each construct and were primarily unique to each. The unique genetic and nonshared environmental influences support the proposition that the executive self, self-esteem, and negative affectivity capture distinct and important differences between people. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Conference on the professional preparation of clinical psychologists: A progress report.

Preconference planning has been carried out by a Division 12 Conference Committee and its associates; the Committee is issuing a preconference report for wide distribution and discussion. The report "includes a statement on the nature of the profession, a historical survey and review of previous conferences on graduate education in psychology, and a section on manpower." The report includes 22 invited position papers reflecting different points of view in the general area of training as well as on specific issues. Titles of the papers are listed. The Executive Committee of Division 12 has made a final selection of 60 participants; observers will be limited to official representatives from organizations such as NIMH, the VA, the E&T Board, etc. "Much of the work of the Conference will be carried out in small discussion group meetings interspersed with plenary sessions. It will begin in the afternoon on August 26 or 27 and run for 5? consecutive days." (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Individual differences in executive processing predict susceptibility to interference in verbal working memory.

Recent theories have suggested that resistance to interference is a unifying principle of executive function and that individual differences in interference may be explained by executive function (M. J. Kane & R. W. Engle, 2002). Measures of executive function, memory, and perceptual speed were obtained from 121 older adults (ages 63-82). We used structural equation modeling to investigate the relationships of these constructs with interference in a working memory task. Executive function was best described as two related subcomponent processes: shifting and updating goal-relevant representations and inhibition of proactive interference. These subcomponents were distinct from verbal and visual memory and speed. Individual differences in interference susceptibility and recollection were best predicted by shifting and updating and by resistance to proactive interference, and variability in familiarity was predicted by resistance to proactive interference and speed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

"Effects on executive function following damage to the prefrontal cortex in the rhesus monkey (Macaca mulatta)": Correction to Moore et al (2009).

Reports an error in "Effects on executive function following damage to the prefrontal cortex in the rhesus monkey (Macaca mulatta)" by Tara L. Moore, Stephen P. Schettler, Ronald J. Killiany, Douglas L. Rosene and Mark B. Moss (Behavioral Neuroscience, 2009[Apr], Vol 123[2], 231-241). There was an error in the first sentence of the third full paragraph in the text on p. 235. The sentence should read “Based on the lesion reconstructions it was determined, as intended, that all monkeys had complete damage to areas 46, 8a, 8b, 9 and slight damage to area 10.” (The following abstract of the original article appeared in record 2009-04037-001.) Executive function is a term used to describe the cognitive processes subserved by the prefrontal cortex (PFC). An extensive body of work has characterized the effects of damage to the PFC in nonhuman primates, but it has focused primarily on the capacity of recognition and working memory. One limitation in studies of the functional parcellation of the PFC has been the absence of tests that assess executive function or its functional components. The current study used an adaptation of the Wisconsin Card Sorting Test, a classic test of frontal lobe and executive function in humans, to assess the effects of bilateral lesions in the dorsolateral PFC on executive function in the rhesus monkey (Macaca mulatta). The authors used the category set-shifting task, which requires the monkey to establish a pattern of responding to a specific category (color or shape) based on reward contingency, maintain that pattern of responding, and then shift to responding to a different category when the reward contingency changes. Rhesus monkeys with lesions of the dorsolateral PFC were impaired in abstraction, establishing a response pattern to a specific category and maintaining and shifting that response pattern on the category set-shifting task. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Executive Coaching: A Working Definition.

Executive coaching (EC) has grown significantly in the past decade as an important organizational consulting intervention. This article proposes a working definition for EC that specifies its process and methods, differentiates it from other forms of coaching, and suggests a set of perspectives, principles, and approaches needed to guide its professional practice. It also puts forth a set of core competencies for professional executive coaches. Implications are also explored for how to select a coach, how to prepare for an EC practice, and how to understand why certain EC interventions are more effective than others. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Differential deficit in executive control in euthymic bipolar disorder.

Patients with remitted bipolar disorder (BD) have persistent cognitive deficits, but the nature and specificity of this deficit remain unclear. The authors evaluated the executive hypothesis of BD by determining whether (a) patients' executive deficits qualify as differential deficits, that is, that these significantly exceed deficits in other cognitive domains; (b) deficits in particular executive functions are evident, and (c) executive difficulties mediate declarative memory deficits in BD. The cognitive performance of 63 prospectively verified euthymic bipolar patients was compared with controls, using J. Baron and R. Trieman's (1980) method of testing for differences in nonindependent correlations. There were no differential deficits within the executive domain. Patients' generic executive performance was differentially impaired relative to primary verbal memory and retention in declarative memory, but not relative to their declarative recall, recognition, or their psychomotor performance. However, patients' executive deficit was not an artifact of their poor psychomotor performance. Executive performance accounted for all but a trivial portion of the between-group variance in declarative memory. Persistent cognitive difficulties in euthymic bipolar disorder (EBD) are thus usefully characterized as a generic dysexecutive syndrome. (PsycINFO Database Record (c) 2010 APA, all rights reserved)