Behavioral Executive Functions Among Adolescents With Mathematics Difficulties

Abstract

This study investigates behavioral executive functions (EFs) in the mathematics classroom context among adolescents with different mathematics performance levels. The EF problems were assessed by teachers using a behavioral rating inventory. Using cutoff scores on a standardized mathematics assessment, groups with mathematics difficulties (MD; n = 124), low mathematics performance (LA; n = 140), and average or higher scores (AC; n = 355) were identified. Results showed that the MD group had more problems with distractibility, directing attention, shifting attention, initiative, execution of action, planning, and evaluation than the LA group, whereas the differences in hyperactivity, impulsivity, and sustaining attention were not significant. Compared to the AC group, the MD group showed more problems with all behavioral EFs except hyperactivity and impulsivity, while the LA group showed more problems only with shifting attention. Male adolescents showed more behavioral EF problems than female adolescents, but this gender difference was negligible within the MD group. The practical implications of the results are discussed.

Number knowledge and the approximate number system are two critical foundations for early arithmetic development.

“…These EF abilities include working memory (verbal and visual-spatial), attention and inhibition. Each of these skills is theoretically important for arithmetic development (see Bull & Lee, 2014; Holm et al, 2018; Kyttälä, Aunio, Lehto, van Luit, & Hautamaki, 2003). EF (measured as a latent variable) has been found to be a significant longitudinal predictor of arithmetic in young children (4- to 6-years; Clark, Pritchard, & Woodward, 2010).…”

Parent and Teacher Ratings of Behavioral Executive Functioning for Students With Dyslexia

“…Although there have been different studies that have used rating scales of EF for individuals with attention-deficit hyperactivity disorder (ADHD; for example, Jacobson et al, 2016), math disabilities (Holm et al, 2018), specific language impairment (Wittke et al, 2013), reading comprehension difficulties (Locascio et al, 2010), and other neurodevelopmental disorders and psychopathologies (see Gioia et al, 2002b;Snyder et al, 2015;Wochos et al, 2014), there are only four known studies that have used a behavioral rating scale to examine EF in students with dyslexia. For instance, Gioia et al (2002b) used the parent version of the BRIEF with 34 English-speaking children with reading disabilities and found EF deficits in cognitive regulation (i.e., working memory, planning-organization), and in behavior regulation (i.e., inhibition scales), with 62% (working memory), 47% (planning-organization), and 29% (inhibition) of these children meeting the clinical significance range on those scales.…”

فاعلیة برنامج تدریبی قائم على الوظائف التنفیذیة لخفض صعوبات تعلم الحساب لدى تلامیذ المرحلة الابتدائیة

“…Pawar (2020) Pawar ( 2020) (Best, Miller, & Naglieri, 2011;Fuhs, Nesbitt, Farran, & Dong, 2014;St Clair-Thompson & Gathercole, 2006;Thorell, Veleiro, Siu and Mohammadi, 2013) Best et al ( 2011) (Blair & Razza, 2007;Filipe, et al, 2020;Schmitt, McClelland, Tominey, & Acock, 2015;Tominey & McClelland, 2011) Thorell et al (2013) Bull, Espy and Wiebe ( 2008) (LeFevre, et al, 2010;Purpura, et al, 2017) (Clark, et al, 2010) (Pawar, 2020) . (Homer, Plass, Raffaele, Ober, & Ali, 2018;Parong, Mayer, Fiorella, MacNamara, Homer, & Plass 2017;Nouchi et al, 2012) (Holm, et al, 2018;Magalhães, et al, 2020;Toll, et al, 2011;Wang, et al, 2012) Cognitive Flexibility Attentional System Inhibitory Control (Blair & Razza, 2007;Bull et al, 1999;Bull & Scerif, 2001 (Clark, et al, 2010) . (Geary, et al, 2008) Tower of Hanoi Tower of London (Welsh, & Huizinga, 2001) Tower of Hanoi (Humes, et al, 1997;Welsh, & Huizinga, 2001) Jigsaw Puzzle (Chin, 2009) (Miyake et al, 2000;Toll, et al, 2011) (Burgess, et al, ...…”

“…(Davidson, Amso, Anderson & Diamond, 2006) . Shahrivar, Doost, Khademi, & Nejad, 2015) test-retest reliability (Gioia et al, 2000;Zarrabi et al, 2015) Convergent validity (Gioia et al, 2000) Divergent validity (Gioia et al, 2000) ( Gioia et al, 2000) (Esplin, et al, 2020Kirk, et al, 2017) (Holm, et al, 2018;Magalhães, et al, 2020;Wang, Tasi, & Yang, 2012) Spaulding, (2017, 1998) . .…”

“…. (Holm, et al, 2018;Magalhães, et al, 2020;Toll, et al, 2011;Wang, et al, 2012) (Roid, 2003) (Heaton et al, 1993) (Chin, 2009;Humes, et al, 1997;Welsh, & Huizinga, 2001) (Heaton et al, 1993;Mueller, & Piper, 2014) (Burgess, et al, 1998;Miyake et al, 2000;Van der Sluis et al, 2007) (Davidson, et al, 2006) (Diamond, 2012;Peralbo-Uzquiano, Fernández-Abella, Durán-Bouza, Scionti, Ramsay, 2015;Pawar, 2020;Yáñez, 2020…”