Our findings may help to consider preventive interventions across other samples displaying EF impairments, such as children with autism or those from low socioeconomic backgrounds (see Kishiyama et al. 2009). Relevant interventions may include computerized EF training and organizational skills training. Indeed, interventions that specifically target improving EFs in preschool children have shown promising results (Diamond et al. 2007). This intervention is particularly interesting given its integration into classroom settings. Other computerized interventions focusing on specific aspects of EF (namely, working memory) have also been shown to be effective in reducing symptom severity and improving working memory in children with ADHD (Klingberg et al. 2002;Klingberg et al. 2005); one study showed increases in prefrontal and parietal activity during working memory tasks after treatment (Olesen et al. 2003). Although this working memory training paradigm is indeed promising, it will be important for researchers other than the developer to replicate such results. Also, our results provide initial support for screening children for EF deficits to initiate preventive measures, although far more work on psychometrics and predictive validity is needed before such an endeavor can become a reality. Additional longitudinal work investigating the predictive associations between early EF deficits and functional outcomes across a variety of populations displaying significant EF difficulties is of high priority, as are **data** regarding the effectiveness of EF training programs for children with distinct EF deficits.