VIDBE-Q Volume 67 Issue 3
Kim T. Zebehazy,
University of British Columbia, kim.zebehazy@ubc.ca
Rachel C. Weber,
Compass Clinic, Rachel.c.weber@gmail.com
Executive functioning (EF) skills are the abilities that allow students to
monitor and regulate their thoughts, emotions, and behavior (Diamond, 2013).
They underlie the development of academic and social skills and allow for lifelong
success in terms of adaptation and goal attainment (Best et al., 2011; Blair &
Razza, 2007; Blair & Raver, 2012). These cognitive skills contribute to academic
success, well-being, and employment outcomes (Barkley & Murphy, 2010; Best et
al., 2011; Blair & Razza, 2007; Denham et al., 2015). They are also highly
correlated with an ability to problem solve and be creative (Beaty et al., 2014).
Within educational contexts, EF is required for students to function well in the
classroom, such as when following class rules, working cooperatively with peers,
and attending to instruction (Brock et al., 2009; Ciairano et al., 2007). EF is also
required in academic work outside of the classroom, such as when students are
Assessing the Executive Functioning (EF) Skills
of Students with Visual Impairments
