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Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder

Keller, Elizabeth A.
http://orcid.org/0000-0002-8687-3448
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1565363519247202

Abstract Details

2019, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Students with ADHD often struggle with executive functioning (EF) skill deficits. In this study, three eighth grade students who were identified with ADHD participated in an eight-week intervention which focused on improving EF skills in organization, time management, and planning skills through a coaching model. Each student completed the Behavior Rating Inventory of Executive Function, Second Edition (BRIEF-2) before and after the intervention period to examine their self-perception of their EF skills. Additionally, students’ quarterly grades were examined before and after intervention to examine the impact of directly teaching EF skills to their academic achievement. Results did not support the idea that that the coaching strategy alone improved academic achievement. Suggestions were made for future research.
Susan Davies, Ed.D. (Committee Chair)
Sawyer Hunley, Ph.D. (Committee Member)
Mary Fuhs, Ph.D. (Committee Member)
69 p.
Counseling Education; Counseling Psychology; Education; Educational Psychology
ADHD; Attention Deficit Hyperactivity Disorder; Executive Functions; Executive Functioning Skills; Middle School

Recommended Citations

Citations

  • Keller, E. A. (2019). Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1565363519247202

    APA Style (7th edition)

  • Keller, Elizabeth. Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder. 2019. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1565363519247202.

    MLA Style (8th edition)

  • Keller, Elizabeth. "Executive Functioning Intervention for Middle School Students with Attention-Deficit/Hyperactivity Disorder." Electronic thesis or dissertation, University of Dayton, 2019. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1565363519247202

    Chicago Manual of Style (17th edition)

dayton1565363519247202
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This open access ETD is published by University of Dayton and OhioLINK.