Executive Functioning Skills in Male Students With Social-Emotional Disorders

Feifer, Steven G.; Rattan, Gurmal

doi:10.1080/00207450701239350

Cited by 9 publications

(13 citation statements)

References 21 publications

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“…In addition, EF had a negative correlation with externalizing behaviors—better scores on EF tasks was linked with lower externalizing behavior problems. These results are in line with those by Feifer and Rattan () and Mattison et al (), who discovered students receiving special education services for emotional/behavioral disorders had poor EF abilities, and Pitts (), who determined that compared to typical peers, they performed worse on EF tasks. In addition, poor EF has been linked in clinical populations to many of the mental health disorders (e.g., Barch, ; Kyte, Goodyer, & Sahakian, ; Penadés et al, ) and behavior problems (e.g., peer problems, teacher‐child conflict; Berry, ; Holmes, Kim‐Spoon, & Deater‐Deckard, ) that would qualify students for school‐based services through special education or alternative school placement.…”

Section: Discussionsupporting

confidence: 90%

“…Despite the developmental significance of EF for behavioral problems, few researchers have examined EF in the context of school‐based behavioral services in the United States (cf., Feifer & Rattan, ; Mattison, Hooper, & Carlson, ; Pitts, ). Of those who have, the compelling evidence of the importance of EF is offset by methodological weaknesses (e.g., homogenous samples, small sample sizes).…”

Section: Executive Function Of Students With Significant Behavior Promentioning

confidence: 99%

“…The purpose of our study was to investigate whether EF, perceived stress, and stress regulation contribute to and escalate middle school students’ emotional and behavioral outcomes. First, our aim was to build upon the few available studies, including Feifer and Rattan (), Mattison et al (), and Pitts (), to determine if there was a difference in performance on assessments of EF skills between adolescents receiving school‐based services for significant behavior problems and typically developing peers. We hypothesized that compared to typical peers, students with behavior problems would demonstrate lower EF skills (i.e., working memory, impulse control, cognitive flexibility).…”

Section: Present Studymentioning

confidence: 99%

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Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

Cumming

Smith

O’Brien

2019

Psychology in the Schools

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Despite school‐based services, adolescents with maladaptive behavior experience negative outcomes, highlighting the need for insight into factors that contribute to and escalate behavior problems during middle school—a high‐risk period. We examined how perceived school stress, stress regulation (engagement/disengagement coping, involuntary responses), and executive function of 79 middle schoolers with and without significant behavior problems were related to internalizing and externalizing behaviors. Results showed students with significant behavior problems (a) had lower executive function abilities and higher peer stress, (b) used less engagement coping, and (c) reported more maladaptive behaviors than typical peers. For all students, school‐based stress positively predicted behavior problems and use of stress regulation techniques, with group moderating effects. Involuntary responses to stress positively predicted maladaptive behaviors, whereas engagement/disengagement coping predicted internalizing behaviors only. As a mediator, engagement coping decreased the relationship between perceived stress and behavior problems. Based on these findings, we highlight important prevention and intervention areas.

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Section: Discussionsupporting

confidence: 90%

Section: Executive Function Of Students With Significant Behavior Promentioning

confidence: 99%

Section: Present Studymentioning

confidence: 99%

See 1 more Smart Citation

Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

Cumming

Smith

O’Brien

2019

Psychology in the Schools

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“…Researchers have found a relationship between EF deficits and the restrictiveness of special education placement (segregated, highly restrictive facility vs. inclusion in general education) in a sample of 40 students identified as having emotional/behavioral disorder and primarily struggling to control reactive aggression (Feifer & Rattan, 2007). Specifically, students placed in more restrictive settings because of their more severe behavior problems had greater deficits in EF than students in less restrictive general education settings.…”

Section: Behavioral and Academic Correlates Of Efmentioning

confidence: 95%

Examining an executive function rating scale as a predictor of achievement in children at risk for behavior problems.

Sadeh¹,

Burns²,

Sullivan³

2012

School Psychology Quarterly

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Evidence suggests that executive function (EF) may be a potent and malleable predictor of academic achievement in children. Schools may be able to use this predictive power if researchers develop EF measures that not only have ecological and construct validity, but also are also efficient and affordable. To this end, Garcia-Barrera and colleagues (2011) developed a behavior rating scale from items on Behavior Assessment System for Children-Teacher Report (Reynolds & Kamphaus, 1992) to screen children for deficits in EF. It is important to know how well this measure fits and predicts data from young children identified as at risk for behavior disorders because this population is often the focus of prevention and intervention efforts. The present study used confirmatory factor analysis to investigate how well the factor structure of the EF screener fit data from 220 kindergartners at risk for developing behavior disorders. The relationships between EF and academic achievement in math and reading were also examined. The confirmatory factor analysis results indicated adequate model-data fit, but the multiple regression models yielded trivial effect sizes, indicating EF scores did not predict well either kindergarten or first-grade achievement scores when controlling for gender and intelligence scores. The study's limitations and future research needed on the convergence of EF measurements were discussed.

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“…Children with HFA/AS have a reduced ability to interpret social situations when required to attend to multiple aspects of a situation (Loveland and Tunali-Kotoski 2005), and show poor performance in inhibition of social responses, working memory for facial expressions, cognitive flexibility/ shifting, and vigilance to interpret contextual cues for social interactions (Corbett et al 2009;Ozonoff et al 1991;Ozonoff et al 2005). Deficits in these areas impact everyday social functioning (Fiefer and Rattan 2007), become more pronounced as children age, and may begin influencing other areas of overall functioning (Ozonoff et al 2005).…”

Section: Core Deficits Areas For Individuals With Hfa/asmentioning

confidence: 98%

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

Stichter

O’Connor

Herzog

et al. 2011

J Autism Dev Disord

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Despite frequent reports of academic success, individuals with high functioning autism or Aspergers Syndrome (HFA/AS) often manifest deficits in social abilities. These deficits can lead to daily difficulties, and negative long-term outcomes. Deficits in social competency are evident in this population from an early age, as children with HFA/AS present unique challenges relating to peers, interpreting complex contextual cues, and transitioning across settings. A paucity of social interventions exist that target elementary-age children with HFA/AS and their combination of core social competence deficit areas: theory of mind (ToM), emotional recognition, and executive functioning. The current study expanded on the Social Competence Intervention (for adolescents; SCI-A), as detailed in Stichter et al. (J Autism Dev Disorders 40:1067-1079, 2010), by adjusting the curriculum to meet the needs of an elementary population. Results indicate significant improvements on direct assessments measuring theory of mind and problem solving, and parent perceptions of overall social abilities and executive functioning for 20 students, aged 6-10, with HFA/AS. The elementary SCI program appears promising, however, additional replications are necessary including expansion to school settings.

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Executive Functioning Skills in Male Students With Social-Emotional Disorders

Cited by 9 publications

References 21 publications

Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

Perceived stress, executive function, perceived stress regulation, and behavioral outcomes of adolescents with and without significant behavior problems

Examining an executive function rating scale as a predictor of achievement in children at risk for behavior problems.

Social Competence Intervention for Elementary Students with Aspergers Syndrome and High Functioning Autism

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