Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the…

Executive functioning (EF) deficits, such as challenges with planning, organization, and materials management, negatively impact academic performance, particularly for middle-school students with autism spectrum disorder (ASD) without intellectual disability (ID). The aim was to assess the initial efficacy of the school-based version of the…

High school physical education (PE) class offerings are on the decline, despite research that shows PE can contribute to overall academic success. Several factors contribute to academic success, particularly executive function, which is an umbrella term for the different cognitive and mental skills crucial for learning, and Social and Emotional…

Organization, time management, and planning (OTMP) skills are behavioral manifestations of executive functioning linked to academic outcomes. Interventions to improve OTMP skills have shown favorable outcomes. The Children's Organizational Skills Scale parent and teacher forms (COSS-P, COSS-T) are widely used for assessing OTMP skills, but there…

Organization, time management, and planning (OTMP) skills are behavioral manifestations of executive functioning linked to academic outcomes. Interventions to improve OTMP skills have shown favorable outcomes. The Children's Organizational Skills Scale parent and teacher forms (COSS-P, COSS-T) are widely used for assessing OTMP skills, but there…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

Students with emotional and behavioral disorders (EBD) characteristically experience academic difficulties. There is growing evidence that the continuum from academic competence to underachievement is partially explained by executive function (EF; neurocognitive attention-regulation processes) and stress. Yet, there is scarce research…

The authors investigated a combined social and emotional learning and mindfulness-based intervention as delivered by school counselors to students in classrooms and their teachers using consultation practices. The study used a cluster-randomized design at the classroom level, with an ethnically diverse sample of 109 middle school students divided…

Spanking and parental verbal aggression are potentially toxic stressors that can negatively affect children's academic achievement by disrupting mental skills like executive function. Yet little empirical evidence has been provided for this mediating pathway. This study used data from the Early Childhood Longitudinal Study Kindergarten Cohort of…

Considerable research has documented the impact of teacher perceptions on students' academic-related outcomes (e.g., classroom performance). This body of literature clearly shows that teacher perceptions (resulting from direct interactions with students) can have both positive and negative effects with respect to student behaviors and experiences…

Children from families with low socioeconomic status (SES) earn lower grades, perform worse on achievement tests, and attain less education on average than their peers from higher-SES families. We evaluated neurocognitive mediators of SES disparities in achievement in a diverse sample of youth whose data were linked to administrative records of…

Multiple regression data from a teacher-completed one-minute rating scale (i.e., the Brief Behavior, Academic, and Social Screener; B-BASS) predicted academic risk of 198 third- through fifth-grade rural elementary students; teacher ratings across 16 B-BASS items within cognitive, social/emotional, socioeconomic/family, and executive functions…

Individual characteristics of neighborhood context, like concentrated socioeconomic disadvantage, are associated with children's cognitive development, including their academic skill development and executive functions. However, questions remain regarding how neighborhood structural, process, and physical features uniquely predict children's…

This study examined the effects of executive function intervention on the academic performance of students in three kindergarten through eighth-grade schools. The study evaluated MAP (Measurement of Academic Progress) results prior to and after the implementation of the executive function strategies and interventions. The study compared the…

The transition from childhood to adolescence often elicits psychological problems, which provides great opportunities for organizing universal, school-based prevention programs. The present study aims to evaluate the effectiveness of Boost Camp, a new prevention program targeting young adolescents' emotion regulation skills. Junior high school…