Executive Function Improvement of Third-Grade Students with Varied Adverse Childhood Experiences after an Arts-Enhanced Instructional Approach

Autor/inn/en	Kuhn, Mason; Pepanyan, Marine; Tallakson, Denise
Titel	Executive Function Improvement of Third-Grade Students with Varied Adverse Childhood Experiences after an Arts-Enhanced Instructional Approach
Quelle	In: Journal for Learning through the Arts, 16 (2020) 1, (18 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1932-7528
Schlagwörter	Executive Function; Grade 3; Elementary School Students; At Risk Students; Low Income Students; Children; Early Experience; Trauma; Incidence; Art Activities; Curriculum Enrichment; Program Effectiveness; Skill Development; Predictor Variables; Common Core State Standards; Disadvantaged Schools; Urban Schools; Freehand Drawing + Suchen Sie Ihr Suchwort? School year 03; 3. Schuljahr; Schuljahr 03; Child; Kind; Kinder; Frühbeginn; Vorkommen; Künstlerische Tätigkeit; Curriculum revision; Curriculumreform; Curriculum; Lehrplan; Reform; Kompetenzentwicklung; Qualifikationsentwicklung; Prädiktor; Common core curriculum; Kerncurriculum; Urban area; Urban areas; School; Schools; Stadtregion; Stadt; Schule; Drawing; Zeichnen
Abstract	This paper shares the results of an exploratory study that measured the change in Executive Function (EF) skills of At-Risk third-grade students with varying Adverse Childhood Experiences (ACEs) before and after an Arts-Integration (AI) program. Student EF skills were measured using the Minnesota Executive Function Scale (MEFS) and a statistically significant increase in EF skills was observed in the post-test. In addition, a regression analysis was conducted to determine if students with a high level of ACEs improved at a different rate than students with a low level of ACEs and it was found that the number of ACEs was a significant predictor of improvement on the MEFS. The article describes why students with high ACEs would likely have EF skill deficiencies, why EF skills are important for success in school, and how using the arts in curricula can help develop EF skills in students. (As Provided).
Anmerkungen	Center for Learning in the Arts, Sciences and Sustainability. University of California Irvine, School of Biological Sciences III, Office 2656, Irvine, CA 92697. Tel: 949-824-4317; Fax: 949-824-2965; Web site: http://sites.uci.edu/class/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01