Clinical relationship and therapeutic bond

Stimulation of EF and development of autonomy for the use of


Prioritization of the use of questions and debates.

Progressive transfer of control over tasks to the patient.

Training model

Explicit training of EF strategies for different school demands.

Scaffoldings (Mason et al., 2012) :

・ Content―approach themes in an encouraging manner to teach strategy; use daily situations; teach step by step with increasing difficulty levels;

・ Tasks―task execution control is gradually transferred to the patient during the sessions;

・ Materials―external supports (hints, cards, and graphs) are used to help the patient in the use of strategies and should be gradually removed.


・ Goal setting―focus on efforts and progress monitoring;

・ Self-monitoring―increasing awareness of one’s own performance;

・ Self-instructions―use of language to mediate behavior: goal setting, focus, planning, strategy use, self-evaluation, support own performance and self-reinforcement.

External support

Used in sessions and other contexts to help organize information and in mnemonic strategies. Types: figures, posters, checklists, informative material, videos, summary cards, post-its, white-boards, calendars among others.



Adoption of environmental control actions: psychoeducational modules and orientation for parents and teachers; orientation about study

environment; routine incorporation; use of support material at home and in school; encouraging parental involvement.



Use of different reinforcement systems to facilitate learning of EF

strategies in the clinical environment and other contexts. The procedure is mediated by the therapists and aims at developing self-reinforcement.

Ecological value

Strategies must have a link to school and reading situations.