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.
Recommended Citation
Adams, Ashley Black, "Developing Executive Functions through Mindfulness Training in School-Aged Children" (2015). PCOM Psychology Dissertations. 330.
https://digitalcommons.pcom.edu/psychology_dissertations/330
Included in
Behavioral Disciplines and Activities Commons, Behavior and Behavior Mechanisms Commons, Child Psychology Commons, Cognition and Perception Commons, Cognitive Psychology Commons, Other Mental and Social Health Commons, School Psychology Commons