Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests

Allan, Darcey M.; Allan, Nicholas P.; Lerner, Matthew D.; Farrington, Amber L.; Lonigan, Christopher J.

doi:10.1016/j.ecresq.2015.02.001

Cited by 24 publications

(29 citation statements)

References 72 publications

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“…pretending toys are something else or role-based playrequires sustained attention and complex social interaction. These results support the results of the meta-analysis by Allan et al (2015), who found a strong negative relationship between hyperactivity and preschoolers' executive functions and self-regulatory behaviour; i.e. the ability to shift focus, block out unnecessary stimuli, and sustain attention.…”

Section: Discussionsupporting

confidence: 81%

“…Children who display behaviour difficulties are frequently active, but tend to spend less time engaged in developmentally appropriate activities. A meta-analysis by Allan, Allan, Lerner, Farrington, and Lonigan (2015) showed that children who display externalizing behaviour difficulties in preschool have difficulty regulating their attention, sustaining attention in problem-solving, and excluding non-relevant stimuli. This could indicate that they do not maintain engagement in activities long enough to be active participants in play (Searle et al, 2013).…”

Section: Externalizing Behaviour Difficultiesmentioning

confidence: 99%

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Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschoolSjöman, M.; Granlund, M.; and Almqvist, L. CHILD, Jonkoping University, Sweden AbstractThis study examined social interaction as a mediator between externalized behaviour difficulties and children's engagement in preschool. Data from 663 children (340 boys), aged 18 to 71 months, were collected at 81 Swedish preschool units in six municipalities to test a path model that included child, teacher, and child groups. The results indicated that behaviour difficulties and engagement may occur simultaneously. Hyperactivity had a direct negative influence on engagement, which was not the case with conduct problems. Teachers' responsiveness as well as positive interactions with peers had an indirect influence on the relationship between hyperactivity and engagement.Responsive staff and positive interactions within the child group seem to contribute to children's engagement despite hyperactivity. Children's engagement, as well as special support to stimulate engagement in preschool, is discussed.

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Section: Discussionsupporting

confidence: 81%

Section: Externalizing Behaviour Difficultiesmentioning

confidence: 99%

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Sjöman

Granlund

Almqvist

2016

Early Child Development and Care

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“…Adding to this lack of consensus, one body of research has suggested that EF in 3‐ and 4‐year‐olds may be difficult to separate into individual categories and instead may best be thought of as a single overall construct that is displayed differently depending on the cognitive demand within any specific context (Allan, Allan, Lerner, Farrington, & Lonigan, ; Bull, Espy, Wiebe, Sheffield, & Nelson, ; Chevalier et al, ; Clark, Sheffield, Wiebe, & Espy, ; Nelson, James, Chevalier, Clark, & Espy, ; Wiebe, Espy, & Charak, ; Willoughby & Blair, ). However, additional research has suggested that the different EF constructs described previously may begin to emerge separately in preschool‐aged children.…”

Section: What Is Executive Function?mentioning

confidence: 99%

Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options

Ackerman

Friedman-Krauss²

2017

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. The early education field increasingly is recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors. To provide the field with an overview of research conducted on this topic over the past 15 years, we review research on the traits and skills that fall under the broader umbrella of preschool EF and the role it plays in young children's developmental and academic outcomes. Also addressed are the child, environmental, activity-related, and curricular factors potentially impacting the development of EF and some EF-related topics for which additional research is needed. Finally, we provide practical and psychometric information regarding six examples of measures that focus on assessing preschoolers' EF skills. This report can serve as a resource for early childhood researchers and practitioners who are interested in understanding EF development during the early years. By highlighting some topics for which additional research is needed and providing information regarding examples of valid and reliable measures to assess EF in children ages 3-5 years, we hope this report also will serve as a springboard for future studies related to preschool EF.Keywords Executive function; preschool; assessment doi:10.1002/ets2.12148The early education field is increasingly recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors (Diamond, 2006;Garon, Bryson, & Smith, 2008). This recognition is important given the continued policy emphasis on expanding at-risk children's access to publicly funded prekindergarten (Barnett et al., 2016) and the central role that EF skills play in children's learning and overall school readiness (Blair, 2002;Blair & Razza, 2007;Obradovic, Portilla, & Boyce, 2012;Zelazo, Blair, & Willoughby, 2016). The extent to which EF may serve as a critical contributor to children's early education outcomes may be particularly salient in light of recent data on the out-of-school suspension rat...

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“…Deficits or delays in core EF development affect the development of more complex EF components (Barkley, 1997). The core aspects of EFimpulse control, working memory, and attentional controlare reflected in self-regulation (Allan, Allan, Lerner, Farrington, Am & Lonigan, 2015). Consequently, children with EF deficits often have higher levels of behavioral problems due to poor self-regulation (Lonigan, Spiegel, Goodrich et al, 2017;Miyake & Friedman, 2012).…”

Section: Introductionmentioning

confidence: 99%

Effects of the EXAT neuropsychological multilevel intervention on behavior problems in children with executive function deficits

Rantanen

Vierikko

Nieminen

2018

Scandinavian J Psychology

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This is a clinical intervention study of children with executive function (EF) deficits. A neuropsychological multimodal group intervention called EXAT (rehabilitation of EXecutive function and ATtention) was developed at the Psychology Clinic of the University of Tampere. Based on the principles of neuropsychological rehabilitation and behavioral modification, EXAT combines child group training, parent training, and teacher consultations. The aims of this study were to investigate behavior problems before and after the intervention in children attending EXAT and in controls, and to compare intervention effects in hyperactive, inattentive, and EF subgroups based on the primary deficit described in the referral. The participants were 86 children (6-12 years) with a mean IQ of 91.4 attending EXAT and 45 controls. The participants' parents and teachers completed the Conners' Rating Scales-Revised. In addition, the Strengths and Difficulties Questionnaire was completed by the parents attending EXAT. The parents reported statistically significant decreases with medium effect sizes for the CPRS-R subscales for impulsivity, hyperactivity, and oppositional behavior. In the controls within the same time interval, there was increase in restless and impulsive behavior, and a decrease in total problems. The teachers reported positive changes after the intervention in ADHD symptoms and anxiousness/shyness, but the effects sizes were small. The intervention effects were larger in the hyperactive subgroup. Positive intervention effects were related to a younger age, lower IQ, and simultaneous learning support. In conclusion, EXAT - a structured multilevel group intervention - has positive effects on children's behavior regulation skills by decreasing impulsivity and restless behavior.

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Identifying unique components of preschool children's self-regulatory skills using executive function tasks and continuous performance tests

Cited by 24 publications

References 72 publications

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options

Effects of the EXAT neuropsychological multilevel intervention on behavior problems in children with executive function deficits

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