Wren, what informs your "should"? Are you thinking of bridging gaps for first-generation university students? Or are you talking about all EF deficits carte blanche?
If it's the former, absolutely. That's certainly the end goal.
With respect to EF programming, broadly speaking, the degree of skill generalization will hang on several factors:
a) The degree of deficit
b) The age of the individual at time of remediation
c) How closely the training approximates in-vivo skills
d) Training duration and intensity
e) Whether practice is maintained post-training
f) Environmental factors - supportive caregivers, educators, degree of toxic stress, history of trauma or abuse, history of brain injuries, etc.
g) Personal factors (academic ability, social skills, personal resilience, temperament, etc.)
And others.
These programs, speaking generally, seek to scaffold EF skills progressively, such that they do translate from training to in vivo contexts. Without digging into a specific program, age range, or indication, it's hard to agree or disagree with your analogy to wii vs tennis. The answer could vary anywhere from "yes, absolutely" to "not even remotely".
Last edited by aquinas; 04/10/21 07:38 AM. Reason: more ideas!
