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Neurodiversity: Universal Design for Learning (UDL), ProQuest ERIC Articles

Articles from ProQuest's ERIC, Part 1

Dyscalculia and Typical Math Achievement Are Associated with Individual Differences in Number-Specific Executive Function

Author: Wilkey, Eric D.    ; Pollack, Courtney; Price, Gavin R.

Publication info: Child Development  Vol. 91, Iss. 2,  (Mar 2020 - Apr 2020): 596-619.

ProQuest document link

Abstract: Deficits in numerical magnitude perception characterize the mathematics learning disability developmental dyscalculia (DD), but recent studies suggest the relation stems from inhibitory control demands from incongruent visual cues in the nonsymbolic number comparison task. This study investigated the relation among magnitude perception during differing congruency conditions, executive function, and mathematics achievement measured longitudinally in children (n = 448) from ages 4 to 13. This relation was investigated across achievement groups and as it related to mathematics across the full range of achievement. Only performance on incongruent trials related to achievement. Findings indicate that executive function in a numerical context, beyond magnitude perception or executive function in a non-numerical context, relates to DD and mathematics across a wide range of achievement. [For the corresponding Grantee Submission, see ED601228.]

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Full text: Not available.

Subject: Learning Disabilities; Mathematics Skills; Executive Function; Mathematics Achievement; Children; Early Adolescents; Numbers; Developmental Disabilities; Correlation; Mathematical Concepts; Achievement Tests

Identifier / keyword: Woodcock Johnson Tests of Achievement

Sponsor: Institute of Education Sciences

IES funded: Yes

IES grant or contract numbers: R305A140126

Publication title: Child Development

Volume: 91

Issue: 2

Pages: 596-619

Number of pages: 24

Publication date: March-April 2020

Printer/Publisher: Wiley-Blackwell; 350 Main Street, Malden, MA 02148; http://www.wiley.com/WileyCDA; Tel.: 800-835-6770 781-388-8598 ,   Fax: 781-388-8232

Publisher e-mail: cs-journals@wiley.com

ISSN: 0009-3920

Source type: Scholarly Journals

Peer reviewed: Yes

Summary language: English

Language of publication: English

Document type: Article, Report, 080: Journal Articles, 143: Reports - Research

Number of references: -1

Contract number: R305A140126, R305K050157

Subfile: ERIC, Current Index to Journals in Education (CIJE)

DOI: http://dx.doi.org/10.1111/cdev.13194

Accession number: EJ1246015

ProQuest document ID: 2396851933

Document URL: https://search.proquest.com/docview/2396851933?accountid=10639

Last updated: 2020-05-01

Database: ERIC

Expressive Vocabulary Predicts Nonverbal Executive Function: A 2-Year Longitudinal Study of Deaf and Hearing Children

Author: Jones, Anna; Atkinson, Joanna; Marshall, Chloe; Botting, Nicola; St Clair, Michelle C.; Morgan, Gary

Publication info: Child Development  Vol. 91, Iss. 2,  (Mar 2020 - Apr 2020): 15.

ProQuest document link

Abstract: Numerous studies suggest an association between language and executive function (EF), but evidence of a developmental relationship remains inconclusive. Data were collected from 75 deaf/hard-of-hearing (DHH) children and 82 hearing age-matched controls. Children were 6-11 years old at first time of testing and completed a battery of nonverbal EF tasks and a test of expressive vocabulary. These tasks were completed again 2 years later. Both groups improved their scores on all tasks over this period. DHH children performed significantly less well than hearing peers on some EF tasks and the vocabulary test at both time points. Cross-lagged panel models showed that vocabulary at Time 1 predicted change in EF scores for both DHH and hearing children but not the reverse.

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Full text: Not available.

Subject: Executive Function; Deafness; Hearing Impairments; Children; Preadolescents; Nonverbal Communication; Expressive Language; Vocabulary; Language Skills; Predictor Variables

Publication title: Child Development

Volume: 91

Issue: 2

Pages: 15

Number of pages: 15

Publication date: March-April 2020

Printer/Publisher: Wiley-Blackwell; 350 Main Street, Malden, MA 02148; http://www.wiley.com/WileyCDA; Tel.: 800-835-6770 781-388-8598 ,   Fax: 781-388-8232

Publisher e-mail: cs-journals@wiley.com

ISSN: 0009-3920

Source type: Scholarly Journals

Peer reviewed: Yes

Summary language: English

Language of publication: English

Document type: Article, Report, 080: Journal Articles, 143: Reports - Research

Number of references: -1

Subfile: ERIC, Current Index to Journals in Education (CIJE)

DOI: http://dx.doi.org/10.1111/cdev.13226

Accession number: EJ1246026

ProQuest document ID: 2396851275

Document URL: https://search.proquest.com/docview/2396851275?accountid=10639

Last updated: 2020-05-01

Database: ERIC

Parsing Heterogeneity of Executive Function in Typically and Atypically Developing Children: A Conceptual Replication and Exploration of Social Function

Author: Baez, Adriana C.; Dajani, Dina R.; Voorhies, Willa; Parladé, Meaghan V.; Alessandri, Michael; Britton, Jennifer C.; Llabre, Maria M.; Uddin, Lucina Q.    

Publication info: Journal of Autism and Developmental Disorders  Vol. 50, Iss. 3,  (Mar 2020): 707-718.

ProQuest document link

Abstract: Executive function (EF), the set of cognitive processes that govern goal-directed behavior, varies within developmental samples and clinical populations. Here, we perform a conceptual replication of prior work (Dajani et al. in Sci Rep 6:36566, 2016) in an independent sample of typically developing children (n = 183) and children with autism spectrum disorder (n = 104). Consistent with previous work, the latent profile analysis of parent-report EF measures provided evidence for three EF classes, which exhibited differential proportions of diagnostic groups. Additionally, children in the impaired EF group exhibited greater levels of social impairment. These results highlight the heterogeneity of EF ability among clinical and non-clinical populations and the link between EF and social abilities.

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Full text: Not available.

Subject: Executive Function; Children; Autism; Pervasive Developmental Disorders; Interpersonal Competence; Correlation

Sponsor: National Institute of Mental Health

IES grant or contract numbers: NIMH5R21MH107045

Publication title: Journal of Autism and Developmental Disorders

Volume: 50

Issue: 3

Pages: 707-718

Number of pages: 12

Publication date: March 2020

Printer/Publisher: Springer; Available from: Springer Nature. 233 Spring Street, New York, NY 10013; https://link.springer.com/; Tel.: 800-777-4643 212-460-1500 ,   Fax: 212-348-4505

Publisher e-mail: customerservice@springernature.com

ISSN: 0162-3257

Source type: Scholarly Journals

Peer reviewed: Yes

Summary language: English

Language of publication: English

Document type: Article, Report, 080: Journal Articles, 143: Reports - Research

Number of references: -1

Contract number: NIMH5R21MH107045, NIMHR01MH107549

Subfile: ERIC, Current Index to Journals in Education (CIJE)

DOI: http://dx.doi.org/10.1007/s10803-019-04290-9

Accession number: EJ1243055

ProQuest document ID: 2396849379

Document URL: https://search.proquest.com/docview/2396849379?accountid=10639

Last updated: 2020-05-01

Database: ERIC

Influences of Executive Function, Language Comprehension, and Fluency on Young Children's Reading Comprehension

Author: Chang, Isabelle

Publication info: Journal of Early Childhood Research  Vol. 18, Iss. 1,  (Mar 2020): 44-57.

ProQuest document link

Abstract: The purpose of this study was to examine the extent to which children's executive function predicted their reading comprehension performance. Participants were approximately 18,000 kindergartners in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011. The results suggest that individual differences in reading comprehension were influenced by variations in executive function. Cognitive flexibility, inhibitory control, and working memory all accounted for unique variance in reading comprehension. Language comprehension and fluency mediated the relations between children's executive function and their reading comprehension. Working memory accounted for the highest total effect among the three core aspects of executive function. Children's first-grade language comprehension contributed the most indirect effect, while fluency had the reading comprehension. The importance of considering ways to improve executive function, language comprehension, and fluency when implementing reading instruction and what the parents can do to help their children's executive function and reading skills are discussed.

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Full text: Not available.

Subject: Executive Function; Reading Comprehension; Kindergarten; Individual Differences; Cognitive Ability; Inhibition; Short Term Memory; Student Characteristics; Language Fluency; Comprehension; Correlation; Grade 1; Reading Skills

Identifier / keyword: Early Childhood Education Elementary Education Kindergarten Primary Education Grade 1 Early Childhood Longitudinal Survey Woodcock Johnson Tests of Cognitive Ability

Education level: Early Childhood Education, Elementary Education, Kindergarten, Primary Education, Grade 1

Publication title: Journal of Early Childhood Research

Volume: 18

Issue: 1

Pages: 44-57

Number of pages: 14

Publication date: March 2020

Printer/Publisher: SAGE Publications; 2455 Teller Road, Thousand Oaks, CA 91320; http://sagepub.com; Tel.: 800-818-7243 805-499-9774 ,   Fax: 800-583-2665

Publisher e-mail: journals@sagepub.com

ISSN: 1476-718X

Source type: Scholarly Journals

Peer reviewed: Yes

Summary language: English

Language of publication: English

Document type: Article, Report, 080: Journal Article s, 143: Reports - Research

Number of references: -1

Subfile: ERIC, Current Index to Journals in Education (CIJE)

DOI: http://dx.doi.org/10.1177/1476718X19875768

Accession number: EJ1238872

ProQuest document ID: 2396846989

Document URL: https://search.proquest.com/docview/2396846989?accountid=10639

Last updated: 2020-05-01

Database: ERIC

 

Articles from ProQuest's ERIC, Part 2

1. Applying Universal Design for Learning to Instructional Lesson Planning

Author: McGhie-Richmond, Donna; Sung, Andrew N.

Publication info: International Journal of Whole Schooling  Vol. 9, Iss. 1,  (2013): 43-59.

ProQuest document link

Links: Link to Full Text

Issue: 1

Last updated: 2018-08-31

Pages: 43-59

Peer reviewed: Yes

Printer/Publisher: Whole Schooling Consortium; Available from: Concordia University College of Alberta. 7128 Ada Boulevard, Edmonton, AB T5B 4E4, Canada; http://www.wholeschooling.net

Publication date: 2013

Publication title: International Journal of Whole Schooling

Volume: 9

2. A Universally Designed for Learning (UDL) Infused Technological Pedagogical Content Knowledge (TPACK) Practitioners' Model Essential for Teacher Preparation in the 21st Century

Author: Benton-Borghi, Beatrice Hope

Publication info: Journal of Educational Computing Research  Vol. 48, Iss. 2,  (2013): 245-265.

ProQuest document link

Links: Link to Full Text

Issue: 2

Last updated: 2018-08-31

Pages: 245-265

Peer reviewed: Yes

Printer/Publisher: Baywood Publishing Company; Inc. 26 Austin Avenue, P.O. Box 337, Amityville, NY 11701; http://baywood.com; Tel.: 800-638-7819 631-691-1270 ,   Fax: 631-691-1770

Publication date: 2013

Publication title: Journal of Educational Computing Research

Volume: 48

3. Analyzing a College Course That Adheres to the Universal Design for Learning (UDL) Framework

Author: Smith, Frances G.

Publication info: Journal of the Scholarship of Teaching and Learning  Vol. 12, Iss. 3,  (Sep 2012): 31-61.

ProQuest document link

Links: Link to Full Text

Issue: 3

Last updated: 2018-08-31

Pages: 31-61

Peer reviewed: Yes

Printer/Publisher: Indiana University; 755 West Michigan Street UL 1180D, Indianapolis, IN 46202; http://www.iupui.edu/~josotl; Tel.: 317-274-5647 ,   Fax: 317-278-2360

Publication date: September 2012

Publication title: Journal of the Scholarship of Teaching and Learning

Volume: 12

4. Expanding Access to STEM for At-Risk Learners: A New Application of Universal Design for Instruction

Author: Street, Christine Duden; Koff, Robert; Fields, Harvey; Kuehne, Lisa; Handlin, Larry; Getty, Michael; Parker, David R.

Publication info: Journal of Postsecondary Education and Disability  Vol. 25, Iss. 4,  (Jan 2012 - Mar 2012): 363-375.

ProQuest document link

Links: Link to Full Text

Issue: 4

Last updated: 2018-08-31

Pages: 363-375

Peer reviewed: Yes

Printer/Publisher: Association on Higher Education and Disability; 107 Commerce Center Drive Suite 204, Huntersville, NC 28078; http://www.ahead.org/publications/jped; Tel.: 704-947-7779 ,   Fax: 704-948-7779

Publication date: Winter 2012

Publication title: Journal of Postsecondary Education and Disability

Volume: 25

5. Universal Design: Implications for Computing Education

Author: Burgstahler, Sheryl

Publication info: ACM Transactions on Computing Education  Vol. 11, Iss. 3,  (Oct 2011): 17.

ProQuest document link

Links: Link to Full Text

DOI: http://dx.doi.org/10.1145/2037276.2037283

Issue: 3

Last updated: 2018-08-31

Pages: 17

Peer reviewed: Yes

Printer/Publisher: Association for Computing Machinery; 2 Penn Plaza Suite 701, New York, NY 10121; http://www.acm.org; Tel.: 800-342-6626 212-626-0500 ,   Fax: 212-944-1318

Publication date: October 2011

Publication title: ACM Transactions on Computing Education

Volume: 11

6. Employing Universal Design for Instruction

Author: Shaw, Robert A.

Publication info: New Directions for Student Services  Iss. 134,  (Jul 2011 - Sep 2011): 21-33.

ProQuest document link

Links: Link to Full Text

DOI: http://dx.doi.org/10.1002/ss.392

Issue: 134

Last updated: 2018-08-31

Pages: 21-33

Peer reviewed: Yes

Printer/Publisher: John Wiley & Sons; Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774; http://www3.interscience.wiley.com/browse/?type=JOURNAL; Tel.: 800-825-7550 201-748-6645 ,   Fax: 201-748-6021

Publication date: Summer 2011

Publication title: New Directions for Student Services

7. Universal Design for Academic Facilities

Author: Salmen, John P. S.

Publication info: New Directions for Student Services  Iss. 134,  (Jul 2011 - Sep 2011): 13-20.

ProQuest document link

Links: Link to Full Text

DOI: http://dx.doi.org/10.1002/ss.391

Issue: 134

Last updated: 2018-08-31

Pages: 13-20

Peer reviewed: Yes

Printer/Publisher: John Wiley & Sons; Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774; http://www3.interscience.wiley.com/browse/?type=JOURNAL; Tel.: 800-825-7550 201-748-6645 ,   Fax: 201-748-6021

Publication date: Summer 2011

Publication title: New Directions for Student Services

8. Harnessing the Potential of Technology to Support the Academic Success of Diverse Students

Author: Edyburn, Dave

Publication info: New Directions for Higher Education  Iss. 154,  (Jul 2011 - Sep 2011): 37-44.

ProQuest document link

Links: Link to Full Text

DOI: http://dx.doi.org/10.1002/he.432

Issue: 154

Last updated: 2018-08-31

Pages: 37-44

Peer reviewed: Yes

Printer/Publisher: John Wiley & Sons; Inc. Subscription Department, 111 River Street, Hoboken, NJ 07030-5774; http://www3.interscience.wiley.com/browse/?type=JOURNAL; Tel.: 800-825-7550 201-748-6645 ,   Fax: 201-748-6021

Publication date: Summer 2011

Publication title: New Directions for Higher Education

9. Universal Design for Learning: Application for Technology-Enhanced Learning

Author: Morra, Thom; Reynolds, Jim

Publication info: Inquiry  Vol. 15, Iss. 1,  (2010): 43-51.

ProQuest document link

Links: Link to Full Text

Issue: 1

Last updated: 2018-08-31

Pages: 43-51

Peer reviewed: Yes

Printer/Publisher: Virginia Community Colleges Association and Virginia Community College System; 101 North 14th Street, Richmond, VA 23219; http://www.vccaedu.org/inquiry; Tel.: 804-819-4666 ,   Fax: 804-819-4771

Publication date: 2010

Publication title: Inquiry

Volume: 15

10. Computer Mediated Communication in the Universal Design for Learning Framework for Preparation of Special Education Teachers

Author: Basham, James D.; Lowrey, K. Alisa; deNoyelles, Aimee

Publication info: Journal of Special Education Technology  Vol. 25, Iss. 2,  (2010): 31-44.

ProQuest document link

Links: Link to Full Text

Issue: 2

Last updated: 2018-08-31

Pages: 31-44

Peer reviewed: Yes

Printer/Publisher: Technology and Media Division of the Council for Exceptional Children; 2900 Crystal Drive Suite 1000, Arlington, VA 22202; http://www.tamcec.org/jset

Publication date: 2010

Publication title: Journal of Special Education Technology

Volume: 25