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Showing 1 to 15 of 22 results Save | Export
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Jessica M. Cassidy; Michael T. Willoughby – Child Development Perspectives, 2025
Early childhood is characterized by rapid increases in both motor skills and executive function skills. Rather than simply codeveloping, the development of motor and executive function skills may be linked causally. In this article, we introduce corticomuscular coherence as a paradigm for psychologists interested in testing mechanistic questions…
Descriptors: Early Childhood Education, Psychomotor Skills, Executive Function, Skill Development
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Xin-Xin Huang; Li-Zhen Zheng; Qin-Fang Qian; Yan Huang; Yan-Xia Wang; Ping Ou – Journal of Attention Disorders, 2025
Background: In addition to attention and hyperactivity problems, children with attention deficit hyperactivity disorder (ADHD) have poorer organizational skills needed to manage time and materials. This study examines the improvement of organizational skills in children with ADHD by studying organizational skills training (OST). Methods: This was…
Descriptors: Foreign Countries, Attention Deficit Hyperactivity Disorder, Organizational Development, Time Management
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Taewon Kim; Hakjoo Kim; Benjamin A. Philip; David L. Wright – npj Science of Learning, 2024
The primary motor cortex (M1) is crucial for motor skill learning. We examined its role in interleaved practice, which enhances retention (vs. repetitive practice) through M1-dependent consolidation. We hypothesized that cathodal transcranial direct current stimulation (ctDCS) to M1 would disrupt retention. We found that ctDCS reduced retention…
Descriptors: Perceptual Motor Learning, Brain Hemisphere Functions, Cognitive Processes, Retention (Psychology)
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Brigid McNeill; Gail Gillon; Megan Gath; Lianne Woodward – International Journal of Language & Communication Disorders, 2025
Background: Early childhood is a critical period of language development. Yet less is known about how language growth relates to the development of phoneme awareness and cognitive flexibility during this period. Aims: To examine the longitudinal associations between growth in phonological awareness and cognitive flexibility from 4 to 5 years in…
Descriptors: Phonemic Awareness, Learning Trajectories, Early Childhood Education, Language Acquisition
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Abdul-Hakeem Imoro – Journal of Teaching and Learning, 2025
This study examined how faculty who teach in specialized undergraduate programs for autistic college students approach self-advocacy teaching. Test et al.'s (2005) conceptual framework of self-advocacy was used as a lens to investigate this topic. Through ten semistructured interviews, seven themes emerged to address two research questions: (a)…
Descriptors: Undergraduate Students, Autism Spectrum Disorders, Self Advocacy, College Faculty
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Gillian P. Andrikos; Cindy Ann Smith; Marina Ciccarelli – Australasian Journal of Special and Inclusive Education, 2024
Young people with intellectual disability (ID) frequently have challenges with self-regulation that impact their success and participation in daily life. As they often require additional support with self-regulation, it is important to consider regulatory function and skill development within the context of co-regulatory interactions with…
Descriptors: Self Management, Students with Disabilities, Intellectual Disability, Cooperation
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Aleksandr N. Veraksa; Nikolay N. Veresov; Vera L. Sukhikh; Margarita N. Gavrilova; Valeriya A. Plotnikova – International Journal of Early Childhood, 2024
The purpose of this study was to determine what types of play ensure stable progress in executive functions in preschoolers. Experimental design included six study groups according to the type of play: role play (Free Play group, Adult-Directed Play group, Child-Directed Play group), play with rules, digital play, and control group. All groups…
Descriptors: Play, Executive Function, Preschool Children, Preschool Education
Christina M. Galese – ProQuest LLC, 2024
Reading comprehension is an extremely important skill that students need to be effective learners; however, a significant percentage of students are reading below grade level on a nationwide scale (National Assessment for Educational Progress, 2019; National Institute of Health as cited by Learning Disabilities Association of America, 2022). In…
Descriptors: Reading Comprehension, Executive Function, Pediatrics, Economically Disadvantaged
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Alvin Vista; Helyn Kim – Educational and Developmental Psychologist, 2025
Objective: Measurement tools for children's foundational skills provide important insights towards the developmental mechanisms of these domains. This study examines the structure of sensorimotor, visuospatial processing (VP), executive function (EF) skills and their interrelationship. The NEPSY is a widely-used neuropsychological instrument, but…
Descriptors: Spatial Ability, Elementary School Students, Perceptual Motor Learning, Multisensory Learning
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Fabian Gunnars – Journal of Special Education Technology, 2024
Digital technology in primary education can both be distracting and increase attentiveness. Many students with Special Educational Needs (SEN) have difficulties with skills that address attention, and teachers are expected to provide support. Such skills are referred to as Executive Function (EF) in neuroscience, relating to self-regulation,…
Descriptors: Educational Technology, Attention, Executive Function, Self Control
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Christopher Doss; Elaine Wang; Jill Cannon – Society for Research on Educational Effectiveness, 2024
Background/Context: There has been a growing realization in American education that the traditional focus on academics, particularly mathematics and English language arts, is insufficient to guarantee success in the modern workforce and society (Griffin and Care, 2015). Educators, policymakers, and researchers have correspondingly broadened the…
Descriptors: Social Emotional Learning, Child Development, Skill Development, Preschool Children
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Monticha Uraipong; Nattika Penglee; Thananun Thanarachataphoom; Natrapee Polyai – Higher Education Studies, 2024
Executive function skills are crucial for children in the 21st century, serving as indicators of their readiness for learning. Children with well-developed executive function skills can effectively accomplish various tasks, solve problems using diverse strategies, and collaborate with others happily. This research aims to: 1. Identify the…
Descriptors: Executive Function, Child Development, Skill Development, Early Childhood Education
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Jill Locke; Anthony Osuna; Raine J. Myrvold; Jennifer Schoffer Closson – Journal of Autism and Developmental Disorders, 2024
Recent trends suggest that autistic young adults are increasingly accessing postsecondary education than in years past. However, these students often face unique challenges that negatively impact their college experience resulting in high dropout. The Mentoring, Organization and Social Support for Autism Inclusion on Campus (MOSSAIC) Program is a…
Descriptors: Autism Spectrum Disorders, College Students, Mentors, Social Support Groups
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Faezeh Shabanali Fami; Ali Akbar Arjmandnia; Hadi Moradi; Sharmin Esmaeili Anvar – Education and Information Technologies, 2024
Prior studies have shown the efficacy of computer-based cognitive training programs in improving cognitive and academic functions in children diagnosed with a specific learning disorder (SLD). However, these studies often focused on center-based approaches without considering the involvement of parents or the inclusion of home-based tasks in…
Descriptors: Learning Disabilities, Cognitive Ability, Academic Ability, Intervention
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Nikolaos Pellas – Journal of Educational Computing Research, 2025
Tangible programming tools (TPTs) are promising teaching aids in programming courses due to their interactivity and ability to enhance early childhood students' computational thinking, spatial reasoning, and executive function skills. However, it remains unclear whether TPTs support these skills simultaneously. This study examines the impact of…
Descriptors: Computation, Thinking Skills, Spatial Ability, Executive Function
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