| Principles | Description |
| Clinical relationship and therapeutic bond | Stimulation of EF and development of autonomy for the use of strategies. 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 ・ 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. |
| Self-regulation | ・ 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. |
| Environmental control | 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. |
| Reinforcement system | 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. |