Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children

Allan, Nicholas P.; Lonigan, Christopher J.

doi:10.1016/j.jecp.2013.11.013

Cited by 55 publications

(40 citation statements)

References 50 publications

(120 reference statements)

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“…Scores on this measure are significantly correlated with reported self-regulation in the classroom, parental reports of attention (Cameron Ponitz et al, 2009; McClelland et al, 2007) and other measures of self-regulation and executive function tasks. The HTKS also loads well onto a self-regulation factor with other similar measures (Allan & Lonigan, 2014). In addition, past evidence indicates that growth in HTKS performance does not appear to be a function of practice effects (Cameron Ponitz et al, 2008).…”

Section: Methodsmentioning

confidence: 71%

The development of self-regulation across early childhood.

Montroy

Bowles

Skibbe

et al. 2016

Developmental Psychology

398

285

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The development of early childhood self-regulation is often considered an early life marker for later life successes. Yet little longitudinal research has evaluated whether there are different trajectories of self-regulation development across children. This study investigates the development of behavioral self-regulation between the ages of three and seven, with a direct focus on possible heterogeneity in the developmental trajectories, and a set of potential indicators that distinguish unique behavioral self-regulation trajectories. Across three diverse samples, 1,386 children were assessed on behavioral self-regulation from preschool through first grade. Results indicated that majority of children develop self-regulation rapidly during early childhood, and that children follow three distinct developmental patterns of growth. These three trajectories were distinguishable based on timing of rapid gains, as well as child gender, early language skills, and maternal education levels. Findings highlight early developmental differences in how self-regulation unfolds with implications for offering individualized support across children.

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Section: Methodsmentioning

confidence: 71%

The development of self-regulation across early childhood.

Montroy

Bowles

Skibbe

et al. 2016

Developmental Psychology

398

285

View full text Add to dashboard Cite

show abstract

“…Although the HTKS task has been shown to be a good index of IC (e.g., N. P. Allan & Lonigan, 2011, 2014), future research is needed to determine whether results hold across other measures that are designed to assess IC, as well as other aspects of EF. In addition, the results of this study are correlational, and thus, they cannot be interpreted as causal.…”

Section: Discussionmentioning

confidence: 99%

“…Internal consistency for HTKS is high (α = .93), and scores on HTKS correlate with teachers’ ratings of classroom behavior (Ponitz et al, 2009) and other direct measures of IC (e.g., N. P. Allan & Lonigan, 2011, 2014). …”

Section: Methodsmentioning

confidence: 99%

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

et al. 2015

Self Cite

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Children’s self-regulation, including components of executive function such as inhibitory control, is related concurrently and longitudinally with elementary school children’s reading and math abilities. Although several recent studies have examined links between preschool children’s self-regulation or executive function and their academic skill development, few included large numbers of Spanish-speaking language-minority children. Among the fastest growing segments of the U.S. school-age population, many of these children are at significant risk of academic difficulties. We examined the relations between inhibitory control and academic skills in a sample containing a large number of Spanish-speaking preschoolers. Overall, the children demonstrated substantial academic risk based on preschool-entry vocabulary scores in the below-average range. Children completed assessments of language, literacy, and math skills in English and Spanish, when appropriate, at the start and end of their preschool year, along with a measure of inhibitory control, the Head-Toes-Knees-Shoulders task, which was administered at the start of the preschool year in the child’s dominant conversational language. Scores on this last measure were lower for children for whom it was administered in Spanish. For both English and Spanish outcomes, those scores were significantly and uniquely associated with higher scores on measures of phonological awareness and math skills but not vocabulary or print knowledge skills.

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“…Consequently, the maximum possible score was 40. Internal consistency for the HTKS is high (α = .93), and scores on the HTKS correlate with teachers’ ratings of classroom behavior (Ponitz, McClelland, Matthews, & Morrison, 2009) and other direct measures of self-regulation (e.g., Allan & Lonigan, 2011; 2014). …”

Section: Methodsmentioning

confidence: 99%

Factor structure and utility of the Behavior Rating Inventory of Executive Function—Preschool Version.

Spiegel¹,

Lonigan²,

Phillips³

2017

Psychological Assessment

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Executive function (EF) is a domain general cognitive construct associated with a number of important developmental outcomes. The Behavior Rating Inventory of Executive Function-Preschool Version (BRIEF-P) is intended to assess five distinct components of EF in preschool age children. In this study, a series of factor analyses were conducted with teacher-reported EF of 2,367 preschool students to assess the structure of the BRIEF-P, and the predictive relations between the resulting factors and children’s academic abilities and behavioral self-regulation were assessed to test the construct and convergent validity of the BRIEF-P scores. Results yielded mixed findings concerning the structure of the BRIEF-P and validity of its resultant scores. Results of the factor analyses indicated that the items of the BRIEF-P did not map onto factors in the way that would be expected based on its item-to-subscale mapping. The best solutions were a four-factor and a bifactor model. The four-factor solution revealed substantial correlations between factors, and although the bifactor solution identified a general Self-Regulation factor that explained variance in responses across items, this general factor did not account for all of the overlap among specific factors. Analyses of the relations for the factors from the correlated-factors and the bifactor models indicated that the majority of the factors had limited convergent validity with academic ability or with a measure of behavior self-regulation. Overall, these findings call into question the validity of aspects of BRIEF-P.

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Exploring dimensionality of effortful control using hot and cool tasks in a sample of preschool children

Cited by 55 publications

References 50 publications

The development of self-regulation across early childhood.

The development of self-regulation across early childhood.

Inhibitory Control of Spanish-Speaking Language-Minority Preschool Children: Measurement and Association With Language, Literacy, and Math Skills

Factor structure and utility of the Behavior Rating Inventory of Executive Function—Preschool Version.

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