Executive Function in Students with and Without Disabilities
Date of Award
Project (696 or 796 registration)
Master of Science in Special Education
executive function, metacognitive thinking
This study demonstrated a correlation between creative/imaginary play at an early age and its possible effects on the development and use of executive functioning skills as related to everyday processes within the focus group’s everyday life planning strategies. Junior and senior students from a small Midwest public school, both with and without disabilities served as a focus group for the study. The group met for six consecutive weeks. The group was given a pre-assessment on the first meeting to establish a baseline. Over the following weeks there was instruction and discussion to help improve executive function throughout this time period followed by a final assessment. The results revealed various degrees of executive functioning abilities among the students. The results also revealed that the executive functioning abilities can be improved as these skills were taught.
Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.
Lee, Kristin, "Executive Function in Students with and Without Disabilities" (2019). Dissertations, Theses, and Projects. 176.