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Emylee Hughes Completed Thesis_1-12-23 __LW final format approved 1-12-2023.pdf (619.26 KB)

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ETD Abstract Container

Abstract Header

Executive Functioning in Preschool Children in Foster Care or Alternative Living Situations

Hughes, EmyLee Cristine
http://orcid.org/0000-0001-5480-5689
http://rave.ohiolink.edu/etdc/view?acc_num=dayton1675236995398302

Abstract Details

2023, Specialist in Education (Ed.S.), University of Dayton, School Psychology.
Children in foster or kinship care, or children who have been adopted often have experienced more adverse life events than children who have not been separated from their biological parents. Adverse childhood experiences can lead to biological disruptions and neurological deficits, including executive functioning (EF) skills. Educators can play a role in early intervention for EF deficits. The purpose of this study was to examine the relationship between non-biologically raised and biologically raised preschoolers and their EF abilities, as well as to gain insight on teacher perceptions of EF skills. Following the post-positivist, mixed methods approach, 20 participants ages 3-5 and their eight teachers participated in this study. Teachers completed BRIEF-P forms to examine each child’s EF skills and then completed a Google Form questionnaire to evaluate their understanding of EF skills. BRIEF-P scores were reported through a Global Executive Composite (GEC) score for each student. A quantitative analysis indicated no statistically significant difference existed between the two groups. An evaluation of teacher responses to the questionnaire found that while they were able to name facets of EF, teachers did not feel confident in their knowledge of EF interventions or the amount of professional development they received in this area. Teachers felt that a relationship existed between a student’s living situation and their classroom performance in relation to EF skills. The results from this study can be used to inform school-based early interventions for preschool children displaying EF deficits.
Susan Davies (Advisor)
51 p.
Early Childhood Education; Educational Psychology; Families and Family Life; Neurosciences; Psychological Tests; Psychology; Social Work; Teacher Education
Preschool; executive functioning; parental separation; BRIEF-P; Teacher Perspectives

Recommended Citations

Citations

  • Hughes, E. C. (2023). Executive Functioning in Preschool Children in Foster Care or Alternative Living Situations [Electronic thesis or dissertation, University of Dayton]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1675236995398302

    APA Style (7th edition)

  • Hughes, EmyLee. Executive Functioning in Preschool Children in Foster Care or Alternative Living Situations. 2023. University of Dayton, Electronic thesis or dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=dayton1675236995398302.

    MLA Style (8th edition)

  • Hughes, EmyLee. "Executive Functioning in Preschool Children in Foster Care or Alternative Living Situations." Electronic thesis or dissertation, University of Dayton, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=dayton1675236995398302

    Chicago Manual of Style (17th edition)

dayton1675236995398302
47
© 2023, all rights reserved.
This open access ETD is published by University of Dayton and OhioLINK.