الفهرس 
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Abstract
Executive Functions (EF) are considered as a group of cognitive abilities that enable individuals to perform targeted, purposeful behaviors and to adapt to novel situations, with conscious control. They are used as an umbrella term that include a diverse group of hypothesized cognitive processes that have interrelated functions.
Recent evidence shows that dyslexia is not only influenced by working memory deficits, but may be associated with global executive function difficulties, with more errors in inhibitory control (commission errors), more perseverative errors, higher response variability, and lower consistency of responses over time.
In recent years, significant progress has been made on ways to improve EF skills for school readiness involving direct EF training and classroom educational programs.
Due to the absence of a well-structured Arabic program for EF training in children, the rationale of this study is to implement a comprehensive, evidence based intervention program to help Egyptian children with Learning Disorder to overcome their EF impairment. It uses the multimodality approach to help meet the needs of the students with a variety of learning styles.
The aim of this study is to adapt the combined form of the “Executive Functions Training-Elementary”, and the “Promoting Executive Function In The Classroom” programs and it’s application in order to test it’s effectiveness in the rehabilitation of Egyptian learning disordered children.
The study was conducted on 35 children with dyslexia and EdF attending unit of phoniatrics, ENT department, Alexandria University. The results were compared before and after intervention.
The “Executive Functions Training-Elementary” program is an evidence-based practice that targets EF skills in the early elementary years by training students how to plan, execute, complete, and monitor tasks. It develops cognitive abilities and behavior control with classroom-related activities for varying ability levels.
The “Promoting Executive Function In The Classroom” program helps to incorporate EF processes (such as planning, organization, prioritizing, and self-checking) into the classroom curriculum. Chapters provide effective strategies for learning by improving how to learn.
The results showed significant improvement in BDEFS-CA scores for EF evaluation, and it also showed significant improvement in ADAT scores for dyslexia evaluation.
Recommendations include incorporation of the program in the rehabilitation plan of children with Specific Learning Disorder (SLD) and long term follow up to determine the long term effects of the program.