{"id":{"repo_id":"duquesne","oai_identifier":"oai:dsc.duq.edu:etd-1834"},"canonical_url":"https://search.dev.ndltd.org/etd/duquesne/oai:dsc.duq.edu:etd-1834","repository":{"repo_id":"duquesne","name":"Duquesne","base_url":"https://dsc.duq.edu/do/oai/"},"display":{"title":"Executive Function Variance in a School-Based Behavioral Screener","abstract":"The implementation of school-wide behavior supports is considered typical educational practice. A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions.","abstract_html":"The implementation of school-wide behavior supports is considered typical educational practice. A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions.","abstract_has_math":false,"creators":["Lenz, Ryan"],"institution":null,"degree_name":"PhD","degree_level":"Immediate Access","degree_discipline":"School Psychology","degree_department":null,"school":null,"contributors":["Jeffrey A. Miller","Tammy L. Hughes","Ara J. Schmitt"],"advisors":[],"committee_chairs":[],"committee_members":[],"year":2012,"date_issued":"2012-01-01T08:00:00Z","date_published":"2012-01-01T08:00:00Z","updated_at":"2026-07-24T02:09:54Z","subjects":["Behavior","Executive functions","School age","Screening"],"languages":["English"],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://dsc.duq.edu/etd/818","outbound_label":"Repository record","outbound_source":"dc:identifier"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor","label":"Contributor","values":["Jeffrey A. Miller","Tammy L. Hughes","Ara J. 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A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions."]},{"key":"dc:title","label":"Title","values":["Executive Function Variance in a School-Based Behavioral Screener"]}]}],"canonical_facts":{"dc:contributor":["Jeffrey A. Miller","Tammy L. Hughes","Ara J. Schmitt"],"dc:creator":["Lenz, Ryan"],"dc:date.available":["2018-08-03T07:00:00Z"],"dc:description.abstract":["The implementation of school-wide behavior supports is considered typical educational practice. A main component of school-wide behavior support is the systematic screening for behavioral and emotional problems. Students' ability to utilize executive functions greatly affects both academic and social success and it is associated with behavior and emotional problems (Lehto, Juujarvi, Kooistra, & Pulkkinen, 2003). This study uses a sample of fourth grade students to analyze the relationship between executive function skills and a screening measure of behavior. This study will examine if deficits in executive function may account for variance in the first level of behavior support screening systems. This may help educators understand the relationship between behavior screening results and executive functions, and possibly explain how social and emotional difficulties may be affected by deficits in executive functions."],"dc:identifier":["https://dsc.duq.edu/etd/818"],"dc:language":["English"],"dc:subject":["Behavior","Executive functions","School age","Screening"],"dc:title":["Executive Function Variance in a School-Based Behavioral Screener"],"thesis:degree_discipline":["School Psychology"],"thesis:degree_level":["Immediate Access"],"thesis:degree_name":["PhD"]},"updated_at":"2026-07-24T02:09:54Z"}