Title
Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder
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
Students with ADHD often struggle with executive functioning (EF) skill deficits. In this study, three eighth grade students who were identified with ADHD participated in an eight-week intervention which focused on improving EF skills in organization, time management, and planning skills through a coaching model. Each student completed the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) before and after the intervention period to examine their self-perception of their EF skills. Additionally, students' quarterly grades were examined before and after intervention to examine the impact of directly teaching EF skills to their academic achievement. Results did not support the idea that that the coaching strategy alone improved academic achievement. Suggestions were made for future research.
Keywords
Educational Psychology, Education, Counseling Psychology, Counseling Education, ADHD, Attention Deficit Hyperactivity Disorder, Executive Functions, Executive Functioning Skills, Middle School
Rights Statement
Copyright 2019, author
Recommended Citation
Keller, Elizabeth A., "Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder" (2019). Graduate Theses and Dissertations. 6779.
https://ecommons.udayton.edu/graduate_theses/6779
