Time Estimation and Planning Abilities: Students with and without Mild Disabilities

Abstract

In this study we sought to examine differences among groups of elementary students with and without disabilities on a measure of time estimation. We assessed the time estimation recall of 51 students with and without emotional handicaps, learning disabilities, and attentional disorders and examined the relationship between time estimation and the self-regulatory skills of planning and organization. Group differences in time estimation recall were documented, but these differences were no longer significant after controlling for IQ. In planning and organization, students who scored higher on time estimation were less likely to use notes and lists for organization. Our findings call into question prior research that has not controlled for group differences in IQ and support the need for a curriculum in which time-estimation skills are taught directly and in a functional manner.