Addressing Middle Schoolers' Disruptive Behavior: The Importance of Fostering Student Executive Functioning
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| Title: | Addressing Middle Schoolers' Disruptive Behavior: The Importance of Fostering Student Executive Functioning |
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| Language: | English |
| Authors: | Cumming, Michelle M. (ORCID |
| Source: | TEACHING Exceptional Children. Jan-Feb 2023 55(3):176-187. |
| Availability: | 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 |
| Peer Reviewed: | Y |
| Page Count: | 12 |
| Publication Date: | 2023 |
| Document Type: | Journal Articles Reports - Descriptive |
| Education Level: | Junior High Schools Middle Schools Secondary Education |
| Descriptors: | Middle School Students, Student Behavior, Behavior Problems, Antisocial Behavior, Executive Function, Stress Management, Behavior Disorders, Emotional Disturbances, At Risk Persons, Self Management, Adolescent Development, Skill Development, Evaluation |
| DOI: | 10.1177/00400599221093393 |
| ISSN: | 0040-0599 2163-5684 |
| Abstract: | For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in addition to commonly used behavioral techniques, middle school professionals should work together to reduce sources of school-based stress and implement strategies to actively foster EF skills. This is especially critical during the high stress and active EF developmental period of middle school (Best & Miller, 2010). By developing effective EF, students with or at risk for an emotional and behavioral disorder (EBD) will be better able to control their thoughts, emotions, and behaviors, which is critical for school and lifelong success. |
| Abstractor: | ERIC |
| Entry Date: | 2023 |
| Accession Number: | EJ1371886 |
| Database: | ERIC |
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| Abstract: | For students with significant behavior problems, difficulties with executive function (EF) and associated self-regulation are not uncommon, and middle school is a crucial period when students are at greater risk for escalating behaviors that have long-term impacts (e.g., school dropout, incarceration; Kauffman & Landrum, 2018). Therefore, in addition to commonly used behavioral techniques, middle school professionals should work together to reduce sources of school-based stress and implement strategies to actively foster EF skills. This is especially critical during the high stress and active EF developmental period of middle school (Best & Miller, 2010). By developing effective EF, students with or at risk for an emotional and behavioral disorder (EBD) will be better able to control their thoughts, emotions, and behaviors, which is critical for school and lifelong success. |
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| ISSN: | 0040-0599 2163-5684 |
| DOI: | 10.1177/00400599221093393 |
