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Executive Functioning Predicts Academic Achievement in Middle School: A Four-Year Longitudinal Study
Peer reviewed
Direct linkSamuels, William Ellery; Tournaki, Nelly; Blackman, Sheldon; Zilinski, Christopher – Journal of Educational Research, 2016
Executive functioning (EF) is a strong predictor of children's and adolescents' academic performance. Although research indicates that EF can increase during childhood and adolescence, few studies have tracked the effect of EF on academic performance throughout the middle school grades. EF was measured at the end of Grades 6-9 through 21 teachers'…
Descriptors: Executive Function, Academic Achievement, Longitudinal Studies, Middle School Students
Holifield, Cassandra; Goodman, Janet; Hazelkorn, Michael; Heflin, L. Juane – Focus on Autism and Other Developmental Disabilities, 2010
This study was conducted to investigate the effectiveness of a self-monitoring procedure on increasing attending to task and academic accuracy in two elementary students with autism in their self-contained classroom. A multiple baseline across participants in two academic subject areas was used to assess the effectiveness of the intervention. Both…
Descriptors: Self Management, Autism, Self Contained Classrooms, Metacognition
Download full textUtah State Office of Education, Salt Lake City. Special Education Services Unit. – 1991
These guidelines outline procedures for the communication disorders specialist/speech-language pathologist employed in the Utah public schools. The guidelines are designed to ensure that all students with communication disorders, ages 3-21, will be provided with appropriate speech-language services in the public schools, that the criteria for…
Descriptors: Augmentative and Alternative Communication, Communication Disorders, Curriculum, Disability Identification
