Preferred Name

Virginia Gallup Larsen

Creative Commons License

Creative Commons License
This work is licensed under a Creative Commons Attribution-Noncommercial-No Derivative Works 4.0 License.

ORCID

https://orcid.org/0000-0001-8382-1610

Date of Graduation

8-7-2020

Document Type

Dissertation

Degree Name

Doctor of Psychology (PsyD)

Department

Department of Graduate Psychology

Advisor(s)

Elena Savina

Abstract

This study examined the effects of the Play, Learn, and Enjoy curriculum on on-task behavior among a sample of second-grade students identified as displaying attention regulation difficulties. The Play, Learn, and Enjoy curriculum trains children a broad range of self-regulation skills through game-based activities. The curriculum bridges neurocognitive perspective on self-regulation with the Vygotskian socio-cultural framework. Six children participated in the study. An A-B-A1 concurrent baseline across participants single-case design was utilized. Pre- and post-intervention direct measures of attention and inhibition control were also employed for each participant using selected tests from the NEPSY-II. Results showed declines in off-task behavior for all participants and increases in on-task behavior among students whose participation and attendance during the intervention phase was unimpeded. Improvements in direct measures of selective and sustained attention were apparent for all participants. Inhibition skill improvements varied across participants; however, all participants demonstrated an increase in their ability to engage in self-monitoring, as evidenced by improvements in the ability to self-correct errors.

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