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Bibler Dissertation June 2023 final.pdf (1.76 MB)

ETD Abstract Container

Abstract Header

How Districts Utilize Kindergarten Screening Assessments to Identify Neurocognitive Constructs and Developmental Weaknesses for Developing Prescriptive Interventions.

Bibler, Pamela Denise Roberts
http://orcid.org/0009-0007-1587-8835
http://rave.ohiolink.edu/etdc/view?acc_num=findlay1688566293211872

Abstract Details

2023, Doctor of Education (Ed.D.), University of Findlay, Education.
Academic achievement cannot be addressed without considering the underlying neurocognitive constructs foundational to learning. Early identification and interventions can keep disabilities from manifesting (Balikci et al., 2020), however, there is little research or consistency in practice relative to using kindergarten screening assessments, and linking interventions to specific foundational weaknesses. This study aims to provide information regarding current practices of identifying neurocognitive constructs and developmental weaknesses for developing prescriptive interventions. This descriptive research study utilized a sequential mixed-methods design. An electronic survey was disseminated through three professional educator groups (n = 58). Data analysis included descriptive analysis, Chi-square cross-tabbing, and inductive coding. Results indicate only one neurocognitive construct is assessed by more than half of the respondents, and 5 of the neuroconstructs are assessed by less than 25% of the respondents. In spite of 95% - 100% of respondents being familiar with research-based interventions, less than 10% of respondents design interventions for neurocognitive areas they assess. The results of this study show huge discrepancies between knowledge and application in kindergarten screening. Recommendations include utilizing a standardized kindergarten screening assessment to identify foundational weaknesses necessary for learning in order to design prescriptive interventions.
Mary Heather Munger Ph.D. (Committee Chair)
Kara Parker Ed.D. (Committee Member)
Jon Brasfield Ph.D. (Committee Member)
139 p.
Early Childhood Education; Education; Educational Evaluation; Educational Leadership; Educational Psychology
neurocognitive constructs; kindergarten screening; early intervention; phonological awareness; working memory; vocabulary; spatial ability; fluid reasoning; patterning; rapid automatic naming; kindergarten readiness; developmental constructs

Recommended Citations

Citations

  • Bibler, P. D. R. (2023). How Districts Utilize Kindergarten Screening Assessments to Identify Neurocognitive Constructs and Developmental Weaknesses for Developing Prescriptive Interventions. [Doctoral dissertation, University of Findlay]. OhioLINK Electronic Theses and Dissertations Center. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1688566293211872

    APA Style (7th edition)

  • Bibler, Pamela. How Districts Utilize Kindergarten Screening Assessments to Identify Neurocognitive Constructs and Developmental Weaknesses for Developing Prescriptive Interventions. 2023. University of Findlay, Doctoral dissertation. OhioLINK Electronic Theses and Dissertations Center, http://rave.ohiolink.edu/etdc/view?acc_num=findlay1688566293211872.

    MLA Style (8th edition)

  • Bibler, Pamela. "How Districts Utilize Kindergarten Screening Assessments to Identify Neurocognitive Constructs and Developmental Weaknesses for Developing Prescriptive Interventions." Doctoral dissertation, University of Findlay, 2023. http://rave.ohiolink.edu/etdc/view?acc_num=findlay1688566293211872

    Chicago Manual of Style (17th edition)

findlay1688566293211872
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© 2023, all rights reserved.
This open access ETD is published by University of Findlay and OhioLINK.