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Direct linkSara Franklin-Gillette; George J. DuPaul; Julie Fogt; Jenelle Nissley-Tsiopinis; Lee Kern – Psychology in the Schools, 2026
Although many students with emotional and behavioral disorders (EBD) have organizational skills deficits (i.e., management of materials, time, and tasks), there is limited research on organizational skills interventions for these students. Organizational skills interventions are effective in improving materials organization, time management, and…
Descriptors: Time Management, Daily Living Skills, Emotional Disturbances, Behavior Disorders
M. W. Asselman; E. C. P. Offerman; H. M. Y. Koomen; F. Bolling; M. Hoeve; R. J. Bosman – International Journal of School & Educational Psychology, 2025
Since adverse childhood experiences (ACEs) seem highly prevalent for students with EBD, it is important to understand how ACEs are related to their severe internalizing problems and externalizing problems. In this study, we assessed the mediating role of post traumatic stress (PTSD) symptoms and executive functioning (EF) in the potential…
Descriptors: Trauma, Early Experience, Posttraumatic Stress Disorder, Emotional Disturbances
Kristin Romvig Overgaard; Beate Oerbeck; Svein Friis; Are Hugo Pripp; Heidi Aase; Christine Baalsrud Ingeborgrud; Guido Biele – Journal of Attention Disorders, 2025
Objective: Children with ADHD often experience functional impairments across various aspects of daily life. This study addresses the dearth of longitudinal research on functional impairment trajectories from preschool to school age in children with symptoms of ADHD and comorbid disorders. Methods: We investigated the extent to which functional…
Descriptors: Executive Function, Attention Deficit Hyperactivity Disorder, Preschool Children, Elementary School Students
