Date of Submission
2019
Degree Type
Dissertation
Degree Name
Doctor of Psychology (PsyD)
Department
Psychology
Department Chair
Robert A DiTomasso, PhD, ABPP
Abstract
All students in this study were rated by teachers with the McCloskey Executive Function Scale (MEFS) to identify executive function deficits (EFDs; not knowing when) and executive skill deficits (ESDs; not knowing how). Significantly larger proportions of students in the ADHD-diagnosed (ADHD) group than in the matched control group were rated by teachers as having either an EFD or an ESD within all seven self-regulation clusters, with more deficits identified within the Academic Arena than within the Self/Social Arena. In contrast, significantly larger proportions of students in the LD-classified (LD) group than in the matched control group were rated by teachers as having an EFD for only a few items (2%) within the Academic Arena of the Engagement Cluster and only a few items (15%) within the Self/Social Arena distributed across the Engagement, Efficiency, Memory and Inquiry Clusters. However, significantly larger proportions of students in the LD group than in the matched control group were rated by teachers as having an ESD for 37% of the items within the Academic Arena distributed across the Optimization, Efficiency, Memory, Inquiry and Solution Clusters, but for no items within the Self/Social Arena in any self-regulation cluster. Additionally, significantly larger proportions of students in the ADHD group than in the LD group were rated by teachers as having an EFD in the case of only 7% of the items within the Academic Arena distributed across the Engagement and Optimization Cluster, and only 9% of the items within the Self/Social Arena of the Optimization Cluster. No significant differences were found between the ADHD and LD groups for teacher ratings of EFDs within the Academic Arena, and significant differences were found for only 7% of the items within the Self/Social Arena distributed across the Optimization and Memory Clusters. Significantly larger proportions of the LD group than the ADHD-diagnosed group were rated by teachers as having an EFD for only 5% of the items within the Self/Social Arena distributed across the Efficiency and Memory clusters.
Recommended Citation
Boccella-Perras, Kate, "Executive Capacities for Students Diagnosed with Attention Deficit Hyperactivity Disorder and Learning Disability" (2019). PCOM Psychology Dissertations. 500.
https://digitalcommons.pcom.edu/psychology_dissertations/500