Designing Homework to Mediate Executive Functioning Deficits in Students With Disabilities

Stockall, Nancy

doi:10.1177/1053451217692565

Cited by 8 publications

(7 citation statements)

References 41 publications

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“…This research is a replication of findings reported by Gilmore and Cragg (2014). Similar research has reported an executive function -based learning design by a teacher for students' academic success (Stockall, 2017). However, the novelty of previous research, namely: first, this research focuses on elementary school teachers in understanding executive functions in mathematics.…”

Section: Teachers' Understanding About Executive Function Toward Mathsupporting

confidence: 74%

Teachers’ Understanding About Executive Function Toward Mathematics

Siregar¹,

Wimbarti²,

Koesrohmaniah³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

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This study aims to explore teacher knowledge related to the skills involved in mathematics learning in the classroom and explore teacher knowledge about the important role of executive functions in mathematics learning. The method of this research was using a survey. The participants were 50 elementary school teachers asked to fill out a questionnaire about the importance of skills in several aspects: mathematics-specific (MS); executive function (EF); and other skills (OS) in mathematics learning. The results showed the importance of skills in all three aspects of mathematics learning. Teacher teaching experience has a significant effect on aspects of MS and OS but has no significant effect on aspects of EF's role. The frequency of training has a significant effect on all skills. Especially for EF which comprises items manipulate abstract information (MAI), stores and manipulate information in their head (SMITH), focusing on relevant information and avoiding distractions (FRIAD), It found that teaching experience only affected SMITH and BATF items, while training frequency affected all items. The findings support previous research results that report the important role of executive functions and other mathematical skills. This finding also showed the awareness of primary school teachers regarding the role of executive functions (EF) not based on length of employment but the emergence of an awareness of the importance of these skills after professional training, for example how to improve working memory for students mathematical learning difficulty. The recommendation for future research to design teacher teaching training based on executive function.

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Section: Teachers' Understanding About Executive Function Toward Mathsupporting

confidence: 74%

Teachers’ Understanding About Executive Function Toward Mathematics

Siregar¹,

Wimbarti²,

Koesrohmaniah³

et al. 2020

Proceedings of the 3rd International Conference on Learning Innovation and Quality Education (ICLIQE 2019)

View full text Add to dashboard Cite

show abstract

“…Furthermore, working memory is a metacognitive ability that allows a human being to save and manage relevant information temporarily while performing a certain activity (Baddeley, 2012). In contrast, planning has to do with an individual's capacity to create objectives and develop sequential steps to achieve them using appropriate strategies and plans of action (Tirapu-Ustárroz and Luna-Lario, 2011).…”

Section: Introductionmentioning

confidence: 99%

“…Inhibitory control is the individual's ability to consciously regulate automatic responses and control interference (Barkley, 2015). The study of executive functions has been carried out in various areas of interest for neuropsychology, such as attention deficit hyperactivity disorder (Ramos-Galarza and , autism (Lieb and Bohnert, 2017), bipolar disorder (Martino et al, 2018), depression (Hidese et al, 2018), schizophrenia (Trapp et al, 2017), Alzheimer's disease (Gold et al, 2017), students with disabilities (Stockall, 2017), adolescents with behavioural problems (Holmes et al, 2016) and academic performance of university and secondary school students (Best et al, 2011;Baars et al, 2015).…”

Section: Introductionmentioning

confidence: 99%

The role of executive functions in academic performance and behaviour of university students

Ramos-Galarza

Acosta

Bolaños-Pasquel

et al. 2019

JARHE

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Purpose The purpose of this paper is fourfold: first, to analyse the relationship between executive functions and academic performance; second, to identify the level of prediction executive functions have on academic performance; third, to determine the correlation between executive functions and academic performance; and fourth, to compare executive functions based on the level of academic performance. Design/methodology/approach The sample composed of 175 university students aged between 18 and 36 years (M=21.49, SD=3.22). The EFECO scale, the average student grade and a scale based on the diagnostic criteria for ADHD were used as measurement instruments. Findings Difficulties in executive functions: Difficulties in working memory (r=−0.30, p=<0.01) and difficulties in conscious supervision of behaviour (r=−0.29, p⩽0.01) have an inversely proportional relationship to academic performance (the greater the deficit of executive functions, the lower the academic performance). The regression analysis showed that executive functions explain 31 per cent of the variance of academic performance (χ2(25)=43.81, p <0.001). The study found that there is a relationship between all the executive functions and students’ behaviour in a medium to large magnitude. Research limitations/implications A limitation of this study was the size of the sample as it is not representative of the country. Nevertheless, the correlation among the variables studied here has the necessary magnitude for the proposed correlations to be found. Nonetheless, it is necessary that we perform a study with a larger number of participants in order to achieve adequate extrapolation of the results. Practical implications Data found in this study suggest that low academic performance of university students is related to a lower functionality of their executive functions. Originality/value The originality of the research lies in relating specific concepts of neuropsychology to explain the academic performance of university students. The research findings allow us to project new studies to improve the executive functions for the benefit of the university student.

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“…Such typical assignments can overload the weakened EFs of children with disabilities. To finish a homework assignment, students must (a) keep their attention on the task at hand, (b) ignore distractions, (c) make a plan and set objectives, (d) decide on milestones, such as “where to start” and when to complete, (e) consider details as well as the big picture and (f) organise the relevant materials [ 54 ]. Children and adolescents with EFD profiles struggle with those kinds of daily activities, similar to previous findings among students with learning disabilities [ 55 ].…”

Section: Discussionmentioning

confidence: 99%

Exploring the Impacts of Environmental Factors on Adolescents’ Daily Participation: A Structural Equation Modelling Approach

Fogel

Josman

Rosenblum

2020

IJERPH

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Adolescents with neurodevelopmental difficulties struggle to perform daily activities, reflecting the significant impact of executive functions on their participation. This research examines an integrated conceptual model wherein supportive environmental factors in the community, school and home settings explain the children’s participation (involvement and frequency) with their daily activities performance as a mediator. Parents of 81 10- to 14-year-old adolescents with and without executive function deficit profiles completed the Participation and Environment Measure for Children and Youth and the Child Evaluation Checklist. A secondary analysis was conducted to examine the structural equation model using AMOS software. The results demonstrated support for the hypothesised model. Supportive environmental demands in school predicted 32% of home participation, and the adolescents’ daily performance reflected that executive functions mediated the relationship between them. Together, these findings highlight the school environment as the primary contributor that affects the children’s functioning according to their parents’ reports and as a predictor of high participation at home in terms of frequency and involvement. This study has implications for multidisciplinary practitioners working with adolescents in general, and in the school setting specifically, to understand meaningful effects of executive functions on adolescents’ daily functioning and to provide accurate assistance and intervention.

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Designing Homework to Mediate Executive Functioning Deficits in Students With Disabilities

Cited by 8 publications

References 41 publications

Teachers’ Understanding About Executive Function Toward Mathematics

Teachers’ Understanding About Executive Function Toward Mathematics

The role of executive functions in academic performance and behaviour of university students

Exploring the Impacts of Environmental Factors on Adolescents’ Daily Participation: A Structural Equation Modelling Approach

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