Executive Function Improvement of Students With Adverse Childhood Experiences After an Art-Integration Program.

Abstract

This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS. The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students.

The Role of Multiple Intelligences and Art-Education in performance of IELTS candidates on Reading comprehension section of IELTS Exam and their motivations.

“…According to structural equation modeling, involvement in extracurricular visual arts and music activities was linked to changes in both the visual arts and music scores and has been positively related to results in overall academic performance between seventh and ninth grades. Kuhn, Pepanyan, and Tallakson (2020) carried out a study associated with executive function (EF) abilities of at-risk third-grade pupils prior to and after the integration of an art program (Kuhn et al, 2020). Thus, during the period of the investigation, investigators worked with some third-grade pupils who were identified as at risk.…”