Executive Function Profiles of Kindergarteners and First Graders at Risk for Emotional and Behavioral Disorders

Autor/inn/en	Cumming, Michelle M.; Poling, Daniel V.; Qiu, Yuxi; Prykanowski, Debra A.; Lumpkins, Aniva; Daunic, Ann P.; Corbett, Nancy; Smith, Stephen W.
Titel	Executive Function Profiles of Kindergarteners and First Graders at Risk for Emotional and Behavioral Disorders
Quelle	In: Exceptional Children, 89 (2023) 3, S.294-313 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Cumming, Michelle M.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0014-4029
DOI	10.1177/00144029221135573
Schlagwörter	Kindergarten; Young Children; Elementary School Students; Grade 1; Behavior Disorders; Emotional Disturbances; At Risk Persons; Executive Function; Behavior Problems; Interpersonal Competence; Language Impairments; Language Skills; Emotional Development; Clinical Evaluation of Language Fundamentals + Suchen Sie Ihr Suchwort? Frühe Kindheit; School year 01; 1. Schuljahr; Schuljahr 01; Gefühlsstörung; Risikogruppe; Interpersonale Kompetenz; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Language skill; Sprachkompetenz; Gefühlsbildung
Abstract	Executive function (EF), a set of neurocognitive processes, is central to students' emotional and behavioral well-being. Despite students with emotional and behavioral disorders (EBD) being at risk for negative long-term outcomes, there is a paucity of EF research with students at risk for EBD in early elementary school, an important identification and intervention period. Thus, we conducted a cross-sectional latent profile analysis with a sample of 1,154 kindergarteners and first graders identified as at risk for EBD to determine whether unique EF profiles existed and the extent to which profile membership was related to distinct patterns of functioning. Results indicated a theoretically supported, three-profile solution of mildly, moderately, and clinically at-risk EF profiles. Differences between EF profiles were noted such that students with moderately and clinically at-risk EF profiles demonstrated more problematic behaviors, less social competence, and greater language difficulties. We discuss implications for early identification, intervention efforts, and future research. (As Provided).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: https://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01