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The Relation Between Executive Functions and Academic Performance in Clinically-Referred Adolescents
Title
The Relation Between Executive Functions and Academic Performance in Clinically-Referred Adolescents
Creator
Coultis, Nora Plumb
Date
2021
Description
The literature on executive functioning (EF) and academic performance has focused on early academic performance in young children (Best et al....
Show moreThe literature on executive functioning (EF) and academic performance has focused on early academic performance in young children (Best et al., 2011). Few studies have assessed the relation between EF abilities and academics in adolescents, which is particularly important because the demand on EF skills greatly increases in middle and high school (Best et al., 2011). Environmental factors, including completing multiple assignments, managing increased independent work, and changing classes, exacerbate the EF burden and reduce cognitive resources (Langberg et al., 2013; Samuels et al., 2016). Academic tasks also become more complex during middle and high school, for example, requiring solving algebraic problems, reading comprehension, and expository writing (Bull & Scerif, 2001; Sesma et al., 2009). Thus, complex academic tasks in adolescence likely require a higher demand on EF abilities compared to academic tasks in early childhood. The extant literature also has several limitations, such as focusing on only a couple of EF or academic domains and using parent- or teacher-report ratings rather than performance measures. Therefore, the aim of this study was to examine the relation between four domains of EF (i.e., working memory, inhibition, shifting, and planning) and three areas of academic performance (i.e., reading, writing, math) in a sample (N = 87) of clinically-referred middle and high school students. Contrary to expectation, results of hierarchical multiple regression analyses revealed that the measures of EF did not contribute significant additional variance to scores in reading and writing performance after controlling for IQ. It is notable that the EF variables did contribute a significant amount of additional variance to math scores after controlling for IQ and diagnosis. However, only working memory was significantly associated with math performance. This finding suggests that strategies designed to enhance working memory may be effective in improving math performance in students who are underperforming.
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Child and Family Outcomes Associated with Specific Maryland ASD Waiver Services and Choice and Control as Mediators of These Outcomes
Title
Child and Family Outcomes Associated with Specific Maryland ASD Waiver Services and Choice and Control as Mediators of These Outcomes
Creator
Turchmanovych-Hienkel, Nataliya
Date
2022
Description
Autism spectrum disorder (ASD) is a neurodevelopmental condition that affects 1in 44 children and is characterized by impairments in cognitive...
Show moreAutism spectrum disorder (ASD) is a neurodevelopmental condition that affects 1in 44 children and is characterized by impairments in cognitive, behavioral, and social domains of functioning. Literature suggests that ASD not only impacts the quality of life of the individuals diagnosed with this condition, but also has a negative impact on family quality of life (FQoL). Interventions and services offered through the Medicaid 1915(c) Home and Community-Based Services waiver programs can enhance child and family outcomes. The present study looked at one specific waiver program, the Maryland ASD waiver, and examined the frequency at which families received different waiver services and the associations between those service frequencies and child (i.e., academic performance, independent living skills, social communication and interaction skills, stereotypic and repetitive behavior, and aggressive behavior) and family (i.e., FQoL) outcomes, as well as explored whether the family’s perception of choice and control mediate these child and family outcomes. Results suggest that frequencies of some waiver services are associated with progress in some child outcomes, but not in FQoL. This study also suggests that the choice and control that families have over services do not mediate the relation between frequency of waiver services and child and family outcomes. Overall, results suggest that the Maryland ASD waiver program may help improve some domains of child functioning.
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