Executive Functions as Predictors of Classroom Listening Skills

dc.contributor.author	Hungerford, Suzanne
dc.contributor.author	Douglas, Priscilla
dc.contributor.author	Selvarajah, Elizabeth
dc.date.accessioned	2018-04-04T18:25:34Z
dc.date.accessioned	2020-07-21T13:12:50Z
dc.date.available	2018-04-04T18:25:34Z
dc.date.available	2020-07-21T13:12:50Z
dc.date.issued	2012
dc.identifier.uri	http://hdl.handle.net/20.500.12648/1201
dc.description	Presented at the meeting of the American Speech Language Hearing Association, Atlanta. November 2012.
dc.description.abstract	The purpose of this study was to determine if executive functions, including working memory, are predictors of spoken language processing skills (or listening skills ) in the classroom, as measured by the Children's Auditory Performance Scale (CHAPS). Contribution of executive skills to classroom listening has important implications for assessment and remediation.
dc.language.iso	en_US
dc.subject	executive function
dc.subject	working memory
dc.subject	listening skills
dc.subject	classroom skills
dc.subject	learning
dc.title	Executive Functions as Predictors of Classroom Listening Skills
dc.type	Presentation
refterms.dateFOA	2020-07-21T13:41:22Z
dc.description.institution	SUNY Plattsburgh

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