Abstract
Executive function (EF) skills are essential for children, but we often support them around students and not actively with them. This mixed-methods study looked at the impact of a 3-week curriculum directly teaching second graders about EF skills.
Primary Author and Speaker: Lisa Raymond-Tolan
Contributing Authors: Theresa Arcidiacono, Cassandra Panzarino, Amber Vazquez, Cj Letterese, Jennifer Sigler, Kelly Farah Khadam-Hir
A large body of literature exists on the importance of executive functions (EF) in children, specifically how EF skills predict academic and professional success later in life. Occupational Therapists (OTs) often support the development of EF skills in children’s central occupation of education during direct service, while pushing into classrooms, and in consultation with teachers and other service providers. However, there is scarce literature on the impact on EF performance and children’s perspectives about actively learning about EF and implementing strategies in their daily lives. In this pilot mixed methods study, one of two 2nd grade classrooms received a 3-week intervention learning about strategies related to engaging characters from the EFs2 the Rescue program based on three core EF skills: working memory, inhibition, and mental flexibility. Qualitative methods used a phenomenological approach interviewing nine 2nd graders. Several themes emerged, including: The Power of Personification, Focus & Flow, and Application: Knowledge for Now and the Future. Quantitative methods used a quasi experimental between-groups design; 38 participants were either in the treatment classroom or the control classroom, and EF performance in the three core areas was measured pre-and post-EF curriculum using the Head, Toes, Knees & Shoulders (HTKS) and the Minnesota Executive Functioning Scales (MEFS) assessments. Initial results were mixed with the treatment classroom improving significantly on the iPad-based assessment tool (MEFS), while scores remaining stable on the assessment tool that used both verbal instruction and motor demonstration (HKTS). These initial results support continued use of direct instruction of EF to second graders in the classroom setting. School-based OTs can explore using similar direct EF instruction during their OT sessions, and they can play a key role in supporting teachers to implement direct EF instruction in their classrooms.
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