Date of Submission
2012
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, Ph.D., Chairperson
Second Advisor
Yuma Tomes, Ph.D., ABA
Third Advisor
Lori Lennon, Psy.D.
Abstract
Executive functions play an important role in children’s cognitive, academic and social functioning. The present study investigated the changes in executive functions in students who were enrolled in an academic support period everyday for forty-five minutes. Participants included twenty-six eighth-grade students eligible for Special Education and Related Services in a suburban middle school in New Jersey. The study used archival data consisting of items from the 44-item Executive Functions (EF) Rating Scale, a questionnaire that was completed by middle school special education teachers. To examine differences within groups, repeated measures analysis of variance (ANOVA) were conducted to examine teacher ratings and changes in grades. Although the study did not find a significant difference on EF Rating Scale obtained before, during and immediately after program implementation, of all the students’ mean grades were all within the passing range for the first and second marking periods.
Recommended Citation
Poulose, Minu S., "Program Evaluation of an Executive Functions Intervention at a Middle School Setting" (2012). PCOM Psychology Dissertations. 221.
https://digitalcommons.pcom.edu/psychology_dissertations/221