Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School

Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School

Bibliographic Details
Main Author: Schindler, Rachael Dawn
Language:English
Published: Case Western Reserve University School of Graduate Studies / OhioLINK 2018
Subjects:
Psychology
Executive Functioning
Specific Language Delay
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
Online Access:http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860
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spelling ndltd-OhioLink-oai-etd.ohiolink.edu-case14655518602021-08-03T06:37:06Z Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School Schindler, Rachael Dawn Psychology Executive Functioning Specific Language Delay Attention Deficit Hyperactivity Disorder Autism Spectrum Disorder Executive function (EF) plays a crucial role in cognitive, behavioral, and socio-emotional development. Children with atypical development may show signs of EF impairment as these foundational components first emerge. Although reliable measurement of preschool EF is critical to understanding a child’s development, it can be challenging to assess EF due to the complicated directions and task structure of some of the traditional EF measures. Child-friendly executive function measures tend to assess a limited array of EF skills (i.e., inhibit, initiate, & shift). The development of a measure that assesses a broader array of EF skills (i.e., emotional control, working memory, or planning/organizing) appears critical for better understanding of individual and group differences in EF in the preschool period. Individual differences in EF skills were examined in 25 children with typical development and 50 children with developmental disabilities (Specific Language Impairment (SLI): n=15; Attention Deficit/Hyperactivity Disorder (ADHD): n=18; Autism Spectrum Disorder (ASD): n=17). Results from the Shape School (Espy, 1997) scored in a traditional, narrow manner (i.e. inhibit, initiate, & shift) were compared to an independently developed, broad-based supplemental scoring system (i.e., impulsivity, joint attention, engagement, compliance, working memory, emotional control, and plan/organize). While both the traditional and the supplemental scoring methods were able to differentiate between typically and atypically developing preschoolers, only the broader scoring method was able to identify unique patterns among children with SLI, ADHD, and ASD. EF differences changed as a function of severity of disability, with minor impairment found in children with SLI, moderate impairment found in children with ADHD, and major impairment found in children with ASD. Clinical and educational implications will be discussed. 2018-06-04 English text Case Western Reserve University School of Graduate Studies / OhioLINK http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860 http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860 unrestricted This thesis or dissertation is protected by copyright: all rights reserved. It may not be copied or redistributed beyond the terms of applicable copyright laws.
collection NDLTD
language English
sources NDLTD
topic Psychology
Executive Functioning
Specific Language Delay
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
spellingShingle Psychology
Executive Functioning
Specific Language Delay
Attention Deficit Hyperactivity Disorder
Autism Spectrum Disorder
Schindler, Rachael Dawn
Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School
author Schindler, Rachael Dawn
author_facet Schindler, Rachael Dawn
author_sort Schindler, Rachael Dawn
title Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School
title_short Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School
title_full Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School
title_fullStr Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School
title_full_unstemmed Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School
title_sort individual differences in executive functioning skills in preschoolers: a comparison of traditional and supplemental scoring methods on the shape school
publisher Case Western Reserve University School of Graduate Studies / OhioLINK
publishDate 2018
url http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860
work_keys_str_mv AT schindlerrachaeldawn individualdifferencesinexecutivefunctioningskillsinpreschoolersacomparisonoftraditionalandsupplementalscoringmethodsontheshapeschool
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