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Schindler Dissertation.pdf (2.35 MB)

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

Schindler, Rachael Dawn
http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860

Abstract Details

2018, Doctor of Philosophy, Case Western Reserve University, Psychology.
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.
Elizabeth Short, Ph.D. (Committee Chair)
98 p.
Psychology
Executive Functioning; Specific Language Delay; Attention Deficit Hyperactivity Disorder; Autism Spectrum Disorder

Recommended Citations

Citations

  • Schindler, R. D. (2018). Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School [Doctoral dissertation, Case Western Reserve University]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860

    APA Style (7th edition)

  • Schindler, Rachael. Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School. 2018. Case Western Reserve University, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860.

    MLA Style (8th edition)

  • Schindler, Rachael. "Individual Differences in Executive Functioning Skills in Preschoolers: A Comparison of Traditional and Supplemental Scoring Methods on the Shape School." Doctoral dissertation, Case Western Reserve University, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1465551860

    Chicago Manual of Style (17th edition)

case1465551860
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This open access ETD is published by Case Western Reserve University School of Graduate Studies and OhioLINK.