The relationship between the CEFI, as a measure for executive function, and the BASC-3, as a measure of externalizing behavior, on school problems for children receiving special education services

• Main Author: Looney, David
• Format: Others
• Published: Scholarly Commons 2019
• Subjects: Educational psychology; Special education; Psychology; BASC; CEFI; Direct Effect; Executive Function; Externalizing Behavior; Special Education; Education; Special Education and Teaching
• Online Access: https://scholarlycommons.pacific.edu/uop_etds/3612; https://scholarlycommons.pacific.edu/cgi/viewcontent.cgi?article=4620&context=uop_etds

This study examined the relationship between executive function and externalizing behaviors within a student population that was assessed for special education services. Executive function was measured by using the Comprehensive Executive Function Inventory (CEFI). Externalizing behaviors and school problems was measured using the Behavior Assessment System for Children, Third Edition (BASC-3). Four separate structural equation models were produced and analyzed to examine this relationship. The results from this study indicate that there is a significant direct effect from executive function on externalizing behaviors and school problems, such that higher scores in executive function yielded lower externalizing behavior and school problems scores. Differences in average full scale CEFI scores were noted between types of special education placements and between various groupings of students in regards to what category they qualified in. The data indicates programs that facilitated more environmental supports and services had students with lower full scale CEFI scores, while students that qualified under Other Health Impairment and Emotional Disturbance shared comorbid features with other distinct processing deficits.