Date
9-17-2026
Department
School of Behavioral Sciences
Degree
Doctor of Philosophy in Psychology (PhD)
Chair
Rachel Piferi
Keywords
Cognitive Development Intervention Program, Special Education, Feuerstein Instrumental Enrichment, Social/Emotional Development
Disciplines
Psychology | Special Education and Teaching
Recommended Citation
Miller, Roxanne, "Enhancing Cognitive and Emotional Development in an Inclusive High School Setting: A Study of Students with Intellectual Disabilities" (2026). Doctoral Dissertations and Projects. 8913.
https://digitalcommons.liberty.edu/doctoral/8913
Abstract
Students with intellectual disabilities often experience cognitive deficits that limit the development of social cognition and critical thinking skills. Challenges in executive functioning, including reduced metacognitive awareness, emotional regulation, and self-regulation, further hinder their ability to plan, monitor, and adapt their thinking and behavior, creating barriers to success in inclusive educational settings. This mixed-methods pilot study examined the effects of the Feuerstein Instrumental Enrichment (FIE) program on the cognitive development of five high school students with intellectual disabilities enrolled in an inclusive Christian high school over one semester. Using a sequential explanatory design, quantitative data were collected via the MINDCAP Developmental Deming Cognitive Skills Inventory (DDCSI) at three time points and analyzed using repeated-measures ANOVA. Qualitative data were gathered through open-ended post-intervention survey responses from teachers, administrators, and parents, as well as a separate reflective narrative from the speech-language pathologist who observed the intervention throughout. Quantitative results indicated statistically significant improvements in total cognitive functioning and Input and Elaboration subscale scores across both rater groups, with large effect sizes. Item-level analysis showed stronger gains among the 14 targeted cognitive functions than non-targeted ones. Qualitative analysis identified six patterns of positive behavioral change that aligned with the quantitative results: diagnostic use of FIE tools, perseverance, self-regulation, metacognitive language, social cognition, and organizational thinking. The findings indicate that FIE is a promising intervention for students with intellectual disabilities and that a shared cognitive language across home, school, and clinical environments deepens its effectiveness.
