Executive Function Skills and School Success in Young Children Experiencing Homelessness

Masten, Ann S.; Herbers, Janette E.; Desjardins, Christopher David; Cutuli, J. J.; McCormick, Christopher M.; Sapienza, Julianna K.; Long, Jeffrey D.; Zelazo, Philip David

doi:10.3102/0013189x12459883

Cited by 185 publications

(141 citation statements)

References 45 publications

(96 reference statements)

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“…The assessment of EF skills is therefore considered important given that EFs have been found to be an important factor for school success (Masten et al, 2012). Some EFs require little emotional control, while others call for a great deal of emotional control, as highlighted by Masten et al Preschool children seem to be especially sensitive to assimilating ways of regulating their own emotions and behaviour (Center on the Developing Child at Harvard University, 2011).…”

Section: Selfregulation Planningmentioning

confidence: 99%

“…Executive functions develop with age and experience (Masten et al, 2012;Cartwright, 2012). It is suggested that brain areas related to EFs develop in parallel to reading acquisition (Cartwright, 2012).…”

Section: Wm Is An 'Executive Function'mentioning

confidence: 99%

“…At school, students must concentrate, follow instructions and rules, and behave "as expected". Cognitive control is essential to a range of school situations (Masten et al, 2012). EF plays a key role in all of this.…”

Section: Selfregulation Planningmentioning

confidence: 99%

“…Executive functions make it possible to direct attention, thinking, and actions in order to achieve goals, (cf . Baddeley, 1996;Willcut et al, 2008;Masten et al, 2012) illustrated by K Dahlin, 2013).…”

Section: Wm Is An 'Executive Function'mentioning

confidence: 99%

“…EFs are cognitive control functions that make it possible to direct attention in order to achieve goals (Baddeley, 1996;Masten et al, 2012) (Figure 1). Examples of EFs include attention, inhibition, working memory, and cognitive flexibility (Cartwright, 2012).…”

Section: Wm Is An 'Executive Function'mentioning

confidence: 99%

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Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Dahlin¹

2013

PsycEXTRA Dataset

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This dissertation is based on results from an intervention study targeting working memory training. A group of 46 boys and 11 girls (aged 10.7) that were attending special units in 16 regular schools participated in the study. The treatment group (n = 42) trained at school every day for 30-40 minutes with an interactive computer program (Cogmed training) for five weeks. The performances of the treatment group on reading related measures and basic number skills are compared to those of a group of students (n =15) that were attending similar special units and received only ordinary special educational instruction. Working memory measures and non-verbal problem solving were compared to students (n = 25) in a control group from a previous study.In Study I, it was found that reading comprehension and working memory measures correlated and improved at post-tests (T2, T3) for the treatment group to a larger extent than for the comparison group.In Study II, it was found that working memory measures and basic number skills were highly related. The performance of the boys in the treatment group improved more than that of the boys in the comparison group on basic number test at both post-tests.In Study III, basic skills assessed three years later (T4) are reported. The treatment group achieved higher scores in reading comprehension compared to pre-tests and compared to the control group.The treatment group seems to have gained from the cognitive training of working memory with the computer assisted program directly after training, after seven months and at the three year follow-up. The gains were observed on visuo-spatial working memory measure (T2, T3), reading comprehension and on basic number skills in boys (T2, T3, T4).The possible mechanisms that may be involved in and may explain the observed improvements of performances are discussed: executive function, attention, memory, motivation, emotions. The study has some methodological limitations and more research is needed to substantiate the efficacy of the program.

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Section: Selfregulation Planningmentioning

confidence: 99%

Section: Wm Is An 'Executive Function'mentioning

confidence: 99%

Section: Selfregulation Planningmentioning

confidence: 99%

Section: Wm Is An 'Executive Function'mentioning

confidence: 99%

Section: Wm Is An 'Executive Function'mentioning

confidence: 99%

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Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Dahlin¹

2013

PsycEXTRA Dataset

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Bullying in Preschool and Infant School

Monks¹,

O’Toole²

2021

The Wiley Blackwell Handbook of Bullying

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Resilience and Adversity

Luthar

Crossman

Small

2015

Handbook of Child Psychology and Developmental Science

169

192

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positive adaptation. As noted at the outset of this chapter, resilience is a phenomenon or process reflecting relatively positive adaptation despite significant adversity or trauma. Because it is a superordinate construct subsuming two distinct dimensions-adversity and positive adaptationresilience is never directly measured, but instead is indirectly inferred based on evidence of the two subsumed constructs.Adversity, in developmental science research on resilience, is defined in terms of statistical probabilities: A high-risk condition is one that carries high odds for measured maladjustment in critical domains. Exposure to maternal depression or community violence, for example, constitutes high risk because children experiencing each of these manifest significantly greater maladjustment than those who do not. Aside from discrete risk dimensions such as parent psychopathology, researchers have also examined composites of multiple risk indices, such as parents' low income and education, histories of mental illness, and disorganization in neighborhoods (Sameroff, Seifer, Zax, & Barocas, 1987). When risks such as these coexist (as they often do, in the real world), effects tend to be synergistic, with child outcomes being far poorer than when any of these risks exists in isolation.Positive adaptation, the second component in the construct of resilience, refers to adjustment that is much better than what would be expected, given exposure to the risk condition under study. In studies of resilience in childhood, this construct is most commonly operationalized in terms of behaviorally manifested social competence, or success at meeting stage-salient developmental tasks (Luthar, 2006;Masten & Tellegen, 2012). To illustrate, competence is often operationally defined in terms of observed secure attachment behaviors among young children, and in terms of positive relationships with peers and teachers, as well as good academic grades, among older children and adolescents.In addition to being developmentally appropriate, indicators used to operationalize "positive adaptation" must be of high conceptual relevance to the particular risk condition examined, in terms of both domains assessed, and stringency of criteria used. When communities carry many risks for antisocial problems, for example, it is logical to assess children's maintenance of socially conforming behaviors (Jain et al., 2012), whereas among offspring of depressed parents, the absence of depressive problems would be of special significance (Beardslee, Gladstone, & O'Connor, 2012). With regard to stringency of criteria, similarly, decisions must depend on the seriousness of the risks being studied. In research on children facing major traumas, it is appropriate to define risk-evasion in terms of the absence of serious psychopathology rather than excellence in everyday adaptation Rutter, 2012). Finally, positive child adaptation must be considered across multiple adjustment spheres; overly narrow foci on particular behaviors can be misleading in suggesting that ri...

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Executive Function Skills and School Success in Young Children Experiencing Homelessness

Cited by 185 publications

References 45 publications

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Does it pay to practice? A quasi-experimental study on working memory training and its effects on reading and basic number skills

Bullying in Preschool and Infant School

Resilience and Adversity

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