Evaluation of a Small Group Executive Functioning Intervention with Fourth Grade Students

Date of Award

2019

Degree Name

Specialist in Education (Ed.S.)

Department

Department of Counselor Education and Human Services

Advisor/Chair

Advisor: Susan Davies

Abstract

The present study examined the impact of a small group executive functioning intervention on fourth grade students. Executive skills allow individuals to plan and organize activities, pay attention, and persist in the completion of a task. Executive functioning deficits can impact a student's level of school engagement, organization, and academic success. This study involved implementation of an executive functioning intervention that used direct instruction and guided practice to improve students' executive functioning skills and rate of homework completion. While results did not have a statistically significant impact on students' executive functioning skills or homework completion, the intervention had a high level treatment acceptability among participating teachers. Suggestions are made for future research and recommendations regarding the implementation of executive functioning interventions in elementary schools are discussed.

Keywords

Social Psychology, executive functioning, executive skills, schools, elementary students, intervention, organization intervention, executive functioning intervention, planning intervention

Rights Statement

Copyright © 2019, author

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