Date of Submission

2015

Degree Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Psychology

Department Chair

Robert A DiTomasso, PhD, ABPP, Chair, Department of Psychology

First Advisor

George McCloskey, PhD, Chairperson

Second Advisor

Terri Erbacher-Duff, PhD

Third Advisor

George Asfendis, PsyD

Abstract

Well-developed executive functions are necessary for successful classroom functioning. Students with executive function deficits can fall behind academically as well as socially and emotionally, relative to their same-aged peers. Effective interventions for developing executive functions within the school environment are essential for addressing this issue. This study examines changes in students’ executive functions as a result of their participation in a mindfulness training intervention. Participants included four ten-year old elementary school boys who took part in a ten-week mindfulness training intervention. The data were generated through pre and post assessments with an executive function teacher rating scale and a Goal-Attainment Scale completed by the participants. Results suggest that all four participants demonstrated self-perceived increases in executive functions as indicated by reaching their self-set goals. Teacher reports indicated an increase in some measured executive function capacities; however, results were not consistent across subjects.