scholarly journals Identifying the Executive Function Strategies in Learning Tenses and in the Verb Gap-Fill Task Performance of an EFL Student with Dyslexia

2021 ◽  
Vol 18 (2) ◽  
pp. 205-224
Author(s):  
Simona Podobnik Uršič ◽  
Karmen Pižorn
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Task Performance ◽  
Inclusive Education ◽  
Self Regulation ◽  
Structured Interview ◽  
Qualitative Assessment ◽  
Research Approach ◽  
Efl Teacher ◽  
Efl Students

Teaching of executive function strategies in learning and task performance to EFL students with specific learning difficulties plays an important role in inclusive education. The present case study presents an investigation of the strategies supporting executive functioning in the frames of learning self-regulation, which are applied in learning tenses and the verb gap-fill task performance of a grammar school student with dyslexia. A triangulation research approach included a semi-structured interview with the participant, a qualitative assessment of her written work, a questionnaire with the parents and EFL teacher, and a study of the evaluation report. The results highlight the participant’s difficulties in tense acquisition and frequent task performance errors, weak tense knowledge and low application of strategies supporting executive functioning. The results might help teachers create an inclusive environment in EFL classes.

Self-Regulation Mindsets: Relationship to Coping, Executive Functioning, and ADHD

2020 ◽  
Vol 39 (2) ◽  
pp. 101-116 ◽  
Author(s):  
Jeni L. Burnette ◽  
Alexandra D. Babij ◽  
Lauren E. Oddo ◽  
Laura E. Knouse
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Negative Affect ◽  
Self Regulation ◽  
Growth Mindset ◽  
Avoidant Coping ◽  
Adhd Diagnosis ◽  
Diagnostic Status ◽  
The Stability ◽  
The Relationship

Introduction: We examined if mindsets about the stability (fixed mindset) or malleability (growth mindset) of self-regulation predicted coping with setbacks. We also investigated relations with Executive Function (EF) deficits and ADHD status. Methods: In two correlational studies (Study 1, N = 204; Study 2, N = 184, ADHD, n = 34, Non-ADHD, n = 150), participants reported on their mindsets, self-regulatory abilities, and responded to assessments related to a setback about which they wrote. Results: Across both studies, growth mindsets predicted less negative affect, greater efficacy, and less avoidant coping. The relationship between mindsets and these responses did not depend on EF deficits (Study 1 and Study 2) nor ADHD diagnostic status (Study 2), but participants with greater EF deficits and an ADHD diagnosis reported weaker growth mindsets of self-regulation. Discussion: Findings support the evaluation and development of growth mindset interventions to help individuals with disorders of self-regulation to cope more effectively.

scholarly journals Investigating Views and Practices of Music Teachers’ about Inclusive Education

2018 ◽  
Vol 6 (11) ◽  
pp. 83 ◽  
Author(s):  
Zühal Dinc Altun ◽  
Gülçe Eyüpoğlu
Keyword(s):  
Special Education ◽  
Special Needs ◽  
Inclusive Education ◽  
Music Teachers ◽  
Structured Interview ◽  
Research Approach ◽  
Special Needs Students ◽  
Special Education Needs ◽  
School Music ◽  
Education Needs

This study aims to investigate music teachers’ views on the education of special needs students (inclusive) in their classes. The study was carried out within the qualitative research approach and designed as a case study. Views of five middle and one high school music teachers who have special needs students in their classes were taken for investigation. The purposeful sampling method was used for creating the study group. Qualitative data was collected through the use of a semi-structured interview technique which was designed by the researchers. During the interviews, teachers were asked open-ended questions such as how they integrate special needs students into music classes, what they think about the environment of schools for special education needs students, the sufficiency of education taken during faculty years about special education. Obtained data was analysed through content analysis. In the analysis themes and categories were created and findings were presented in tables. In order to support findings, direct quotations from teacher conversations were also included. According to the results of the study, it is determined that music teachers are inadequate in terms of having related knowledge and skills for educating special needs students in their classrooms. In addition, it was found that music teachers do not prepare individual education programs for special needs students but carry on with the present curriculum and they mentioned that the training on special needs given during faculty years was inadequate. At the end of the study, some recommendations were made for improving the quality and productivity of music lessons of music teachers for special education needs students.

scholarly journals Examining Indonesian EFL Teacher Educators’ Views on Utilising L1 in L2 Classrooms

2020 ◽  
Vol 14 (2) ◽  
pp. 219-224
Author(s):  
Abid Abid
Keyword(s):  
Teacher Training ◽  
Foreign Language ◽  
Training Program ◽  
Teacher Educators ◽  
Structured Interview ◽  
Research Approach ◽  
Teacher Training Program ◽  
Efl Teacher ◽  
L1 Use ◽  
The Many

The research observed the role of the first language (L1) use in the second language (L2) classrooms in various Englishlanguage teaching (ELT) contexts. Among the many roles that L1 use played in L2 classrooms, which had been recognized, some drawbacks interfered due to unbalanced uses of both L1 and L2. To complement insightful findings presented in the existing literature on this L1 use topic, the research aims to explore L1 uses in English as a Foreign Language (EFL) L2 classrooms in a teacher training program in Indonesia. Applying a qualitative research approach, the research collected data from three English as a foreign language (EFL) teacher educators teaching an English speaking subject in an Indonesian university using a semi-structured interview protocol and a classroom observation fieldnote. Results show that all the participants share the same views on L1 in their L2 classrooms that its use is tolerated and mainly related to cognitive and pedagogical aspects. The research suggests that formal training seeking to arouse awareness on the role that L1 can play in L2 classroom is of necessity in the context of the EFL teacher training program in order to foster learners’ optimal L2 output. 

scholarly journals ADHD and Sluggish Cognitive Tempo: Comparing Executive Functioning Response Patterns

2021 ◽  
Vol 13 (19) ◽  
pp. 10506
Author(s):  
Joshua Collado-Valero ◽  
Ignasi Navarro-Soria ◽  
Beatriz Delgado-Domenech ◽  
Marta Real-Fernández ◽  
Borja Costa-López ◽  
...  
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Self Regulation ◽  
Total Sample ◽  
Sluggish Cognitive Tempo ◽  
Short Version ◽  
Adhd Group ◽  
Response Patterns ◽  
High Profile ◽  
Cognitive Tempo

The aim of the present study was to describe and compare the specific profiles of Attention Deficit Hyperactivity Disorder (ADHD) and Sluggish Cognitive Tempo (SCT) through the Hybrid Model of Executive Functioning (HMEF). The total sample of 1049 subjects, aged 6 to 18 years (M = 10.75; SD = 3.20), were classified into a non-pathologic group, an ADHD group and an SCT group, and assessed using the short version of the Barkley Deficit in Executive Functions Scale for Children and Adolescents (BDEFS-CA). The results revealed significant differences between the three groups in all executive domains (non-pathologic < SCT < ADHD). While the ADHD group demonstrated a consistently high profile of difficulties in each subscale, the SCT group showed an irregular profile of difficulties, with middle and low scores, depending on the executive function. Although the SCT group’s score was far away from the ADHD group’s score for Self-Motivation, Emotions Self-Regulation and Self-Restraint and Inhibition, the two groups’ scores were very close for Time Self-Management and Self-Organization and Problem Solving. Accordingly, through logistic regression analyses, the SCT group was exclusively related to these last two executive domains; however, the ADHD group was strongly associated with almost every executive function. The findings suggest that the short version of the BDEFS-CA discriminates between both disorders, supporting psycho-pedagogical assessment and differential diagnosis.

scholarly journals Severity of Anxiety During COVID-19 Outbreak and Its Relationship with self-related skills of Executive Functions in Children

2020 ◽  
Author(s):  
sakineh soltani ◽  
maryam bordbar ◽  
Somayeh Zarenejhad ◽  
Seyedeh Manizheh arabi
Keyword(s):  
Executive Function ◽  
Executive Functioning ◽  
Executive Functions ◽  
Self Regulation ◽  
Disease Outbreak ◽  
Self Organization ◽  
Self Management ◽  
Healthy Children ◽  
Situational Anxiety ◽  
The Relationship

Abstract Background: Some children experience a greater deal of anxiety during the outbreak of COVID-19. Behavioral dimensions of executive function appear to be linked to situational anxiety experience. Therefore, the primary aim of the present study is to investigate the relationship between self-related skills of executive functions before the outbreak of COVID-19 and the level of physical and mental anxiety in children during this pandemic. Also, the secondary goal of this study is to predict the level of anxiety based on self-related skills of executive functions. Methods: Information were obtained from Barkley Deficits in Executive Functioning Scale (BDEFS), which was collected from 300 healthy children over two months before the COVID-19 outbreak. The children anxiety was measured based on parent’s reposes to an online anxiety scale when the disease outbreak. Results: The results showed that the total score of self-related skills of executive functions was negatively and significantly related to the anxiety level (r =- .53). In general, the results also demonstrated that self-related skills of executive functions can predict 28% of anxiety. The subscales of self-management (p<0.015, t= 5.56), self-regulation (p<0.011, t= 6.37), self-restraint (p<0.035, t = 4.29) and emotional self-organization (p <0.042, p=0.222) predicted coronavirus anxiety, except self-motivation (p<0.05, p = 0.894). Conclusions: Given that most subscales of executive function predict anxiety tied to critical situations such as the prevalence of coronavirus, it seems that greater attentions should be allocated to the fostering and development of children's executive functions by teaching such skills via playing.

scholarly journals Children Involved in Team Sports Show Superior Executive Function Compared to Their Peers Involved in Self-Paced Sports

Children ◽  
2021 ◽  
Vol 8 (4) ◽  
pp. 264
Author(s):  
Silke De Waelle ◽  
Felien Laureys ◽  
Matthieu Lenoir ◽  
Simon J. Bennett ◽  
Frederik J.A. Deconinck
Keyword(s):  
Physical Activity ◽  
Executive Function ◽  
Executive Functioning ◽  
Team Sports ◽  
Developmental Period ◽  
Organized Sports ◽  
Physical Activity Interventions ◽  
Childhood Physical Activity ◽  
Comprehensive Test ◽  
Sports And Physical Activity

Children’s motor and cognitive functions develop rapidly during childhood. Physical activity and executive function are intricately linked during this important developmental period, with physical activity interventions consistently proving to benefit children’s executive function. However, it is less clear which type of physical activity shows the strongest associations with executive function in children. Therefore, this study compared executive function performance of children aged 8 to 12 that either participated in team sports or self-paced sports or were not involved in any kind of organized sports (non-athletes). Results demonstrate that children participating in team sports show superior executive function compared to children participating in self-paced sports and non-athletes. Importantly, children participating in self-paced sports do not outperform non-athletes when it comes to executive function. This study is the first to show that even at a very young age, team sports athletes outperform athletes from self-paced sports as well as non-athletes on a multifaceted and comprehensive test battery for executive function. Furthermore, our findings support the hypothesis that cognitively engaging physical activity, such as participation in team sports, might show stronger associations with executive functioning compared to other types of sports and physical activity.

Understanding cognitive performance during exercise in Reserve Officers’ Training Corps: establishing the executive function-exercise intensity relationship

2020 ◽  
Vol 129 (4) ◽  
pp. 846-854
Author(s):  
Brandon L. Stone ◽  
Madison Beneda-Bender ◽  
Duncan L. McCollum ◽  
Jongjoo Sun ◽  
Joseph H. Shelley ◽  
...  
Keyword(s):  
Heart Rate ◽  
Executive Function ◽  
Executive Functioning ◽  
Exercise Intensity ◽  
Cognitive Change ◽  
Heart Rate Reserve ◽  
Graded Exercise ◽  
The Brain ◽  
Training Corps ◽  
Reserve Officers Training Corps

The executive functioning aspect of cognition was evaluated during graded exercise in Reserve Officers’ Training Corps cadets. Executive function declined at exercise intensities of ≥80% of heart rate reserve. The decline in executive function was coupled with declines in the oxygenation of the prefrontal cortex, the brain region responsible for executive functioning. These data define the executive function-exercise intensity relationship and provide evidence supporting the reticular activation hypofrontality theory as a model of cognitive change.

Internal auditing and assurance of corporate social responsibility reports and disclosures: perspectives of some internal auditors in Ghana

2016 ◽  
Vol 12 (4) ◽  
pp. 706-718 ◽  
Author(s):  
Samuel Nana Yaw Simpson ◽  
Francis Aboagye-Otchere ◽  
Ruby Lovi
Keyword(s):  
Corporate Social Responsibility ◽  
Social Responsibility ◽  
Internal Audit ◽  
Structured Interview ◽  
Research Approach ◽  
Limited Information ◽  
Content Type ◽  
Internal Auditors ◽  
Changing Roles ◽  
Corporate Social

Purpose This study aims to examine the nature and extent of internal auditors’ (IAs) involvement in corporate social responsibility (CSR) assurance. It also ascertains the capacity building requirements to legitimise the role of IAs as a credible form of providing CSR assurance. Design/methodology/approach A qualitative research approach was adopted, where data were collected through semi-structured interview of IAs of companies in Ghana that produce CSR reports. Findings Findings suggest that companies appreciate the fact that the internal audit function could provide independent assurance on CSR reports. However, there is limited information on the nature and scope of the assurance procedures. Moreover, most IAs seem to lack the requisite knowledge and skills needed to effectively carry out CSR assurance engagements. These evidences suggest a relatively low level of reliance being placed on CSR assurance services provided internally. Research limitations/implications Findings are purely based on the perceptions of IAs. Future studies may include the views of those who appoint IAs (i.e. management). Practical implications Findings engender discussions on the need for IAs and regulators of IAs (e.g. the Institute of Internal Auditors), particularly those in developing countries to begin to conscientise practitioners on the changing roles of the IA in the areas of CSR and CSR assurance. Originality/value This study is one of the very few studies on CSR assurance from the perspective of IAs and it also based on evidence from an African context. Also, the study provides evidence on the need for a deliberate effort to equip internal audit practitioners to provide at least some minimal assurance on CSR disclosures and reports.

scholarly journals A machine learning approach for the factorization of psychometric data with application to the Delis Kaplan Executive Function System

2021 ◽  
Vol 11 (1) ◽  
Author(s):  
J. A. Camilleri ◽  
S. B. Eickhoff ◽  
S. Weis ◽  
J. Chen ◽  
J. Amunts ◽  
...  
Keyword(s):  
Machine Learning ◽  
Executive Function ◽  
Executive Functioning ◽  
Factor Model ◽  
Five Factor Model ◽  
Principal Component ◽  
Function System ◽  
Learning Approach ◽  
Psychometric Data ◽  
Machine Learning Approach

AbstractWhile a replicability crisis has shaken psychological sciences, the replicability of multivariate approaches for psychometric data factorization has received little attention. In particular, Exploratory Factor Analysis (EFA) is frequently promoted as the gold standard in psychological sciences. However, the application of EFA to executive functioning, a core concept in psychology and cognitive neuroscience, has led to divergent conceptual models. This heterogeneity severely limits the generalizability and replicability of findings. To tackle this issue, in this study, we propose to capitalize on a machine learning approach, OPNMF (Orthonormal Projective Non-Negative Factorization), and leverage internal cross-validation to promote generalizability to an independent dataset. We examined its application on the scores of 334 adults at the Delis–Kaplan Executive Function System (D-KEFS), while comparing to standard EFA and Principal Component Analysis (PCA). We further evaluated the replicability of the derived factorization across specific gender and age subsamples. Overall, OPNMF and PCA both converge towards a two-factor model as the best data-fit model. The derived factorization suggests a division between low-level and high-level executive functioning measures, a model further supported in subsamples. In contrast, EFA, highlighted a five-factor model which reflects the segregation of the D-KEFS battery into its main tasks while still clustering higher-level tasks together. However, this model was poorly supported in the subsamples. Thus, the parsimonious two-factors model revealed by OPNMF encompasses the more complex factorization yielded by EFA while enjoying higher generalizability. Hence, OPNMF provides a conceptually meaningful, technically robust, and generalizable factorization for psychometric tools.

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