Date of Award
2021
Document Type
Dissertation
Degree Name
Doctor of Philosophy (PhD)
Department
Psychology
Abstract
Executive functions (EF) are a set of developmentally progressing, conscious, and goal-directed behaviors that allow people to behave in controlled, logical, and socially desirable ways. Dysfunctions in the cognitive systems ruling EF are associated with diagnosable disorders including attention-deficit hyperactivity disorder (ADHD), autism spectrum disorder (ASD), and many mood and personality disorders. Throughout the lifespan, and especially early in development, EF responds well to evidence-based intervention with measurable and significant improvements in numerous academic and life outcomes. Schools are a logical setting where evidence-based EF intervention can be implemented for every child to improve the lifelong outcomes associated with well-developed EF. Existing research, however, shows that teachers may lack the knowledge, efficacy, and understanding of the neurobiology of learning to implement these interventions with fidelity. This study aimed to address these gaps by examining factors that predicted accurate teacher knowledge and self-efficacy to implement EF interventions. Results of this study showed that teachers have not had the training and lack the self-efficacy to identify or intervene upon dysfunctions of executive systems. Adequate training for every teacher on EFs and their evidence-based interventions might improve the academic and functional outcomes for all students.
Recommended Citation
Jones, Abbie, "Examining Predictors Of Teachers Executive Functioning Knowledge, Intervention Self-Efficacy, And Belief In Neuromyths" (2021). All-Inclusive List of Electronic Theses and Dissertations. 1935.
https://scholars.indianastate.edu/etds/1935