Improving executive functions in 5‐ and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children

Röthlisberger, Martina; Neuenschwander, Regula; Cimeli, Patrizia; Michel, Eva; Roebers, Claudia M.

doi:10.1002/icd.752

Cited by 143 publications

(125 citation statements)

References 75 publications

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“…The significant effects of this EF intervention corroborates extensive research supporting the ability to support, foster, and enhance children's EFs more broadly (e.g., Diamond & Lee, 2011), and in particular shifting (e.g., Kray, Karbach, Haenig, & Freitag, 2012;Röthlisberger et al, 2011;Traverso et al, 2015) and working memory (Klingberg et al, 2005;Röthlisberger et al, 2011;Thorell et al, 2009;Traverso et al, 2015). However, current approaches to EF training are constrained by their targeted age groups (typically older children, adolescents, and adults), accessibility (e.g., technological requirements), and their resource-intensive nature (e.g., time, money).…”

Section: Discussionsupporting

confidence: 74%

“…In contrast, many other successful EF interventions have involved substantially higher time commitments (i.e., 6 to 25 hours; Kirk et al, 2015;Röthlisberger, Neuenschwander, Cimeli, Michel, & Roebers, 2011;Traverso, Viterbori, & Usai, 2015). The current results thus provide converging evidence for EF activities embedded in everyday routines having a positive effect on working memory and shifting.…”

Section: Study 2 Preliminary Conclusionsupporting

confidence: 49%

“…Inhibition training effects have been at best mixed, such that some studies have found improvements (Röthlisberger et al, 2011;Traverso et al, 2015) while others have been largely unsuccessful (Enge et al, 2014;Thorell et al, 2009). To explain this, Thorell et al (2009) suggested that the comparatively lower success rate of inhibition training programs relative to working memory training (which has a comparatively stronger record of success) may reflect the difficulty in making inhibition training programs sufficiently adaptive.…”

Section: Discussionmentioning

confidence: 99%

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Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

et al. 2016

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Given evidence that early executive functioning sets the stage for a broad range of subsequent outcomes, researchers have sought to identify ways to foster these cognitive capacities. The current series of studies sought to design, develop, and provide evidence for the efficacy of embedding cognitive activities in a commonplace activity-shared reading of a children's book. The book, Quincey Quokka's Quest, required children to control their thinking and behavior to help the story's main character through a series of obstacles. The first study investigated effects of reading with embedded cognitive activities in individual and group contexts on young children's executive functions (EFs). The second study compared reading with embedded cognitive activities against a more active control condition (dialogic reading) that similarly engaged children in the reading process yet lacked clear engagement of EFs. The third study sought to investigate whether the effect of reading the story with embedded EF activities changed across differing doses of the intervention and whether effects persisted 2 months post-intervention. All studies provided evidence of intervention effects on shifting, with working memory benefits shown in two of the three studies, in as little as 3 weeks (compared to more traditional reading). Study 3 further indicated maintenance of these gains 2 months later. This suggests the efficacy of embedding cognitive activities in the context of everyday activities, thereby extending the range of users and contexts in which this approach can be used. AbstractGiven evidence that early executive functioning sets the stage for a broad range of subsequent

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Section: Discussionsupporting

confidence: 74%

Section: Study 2 Preliminary Conclusionsupporting

confidence: 49%

Section: Discussionmentioning

confidence: 99%

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Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

et al. 2016

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“…Accordingly, it can be assumed that our tasks are complex enough to delineate individual differences in rapidly developing EF of preschool and young school age children. Furthermore, it can be proposed that our age-sensitive tasks allow the monitoring and evaluation of EF interventions during transition to school, an important point, given that there is evidence that EF trainings implemented in prekindergarten and kindergarten promote EF development (Thorell et al, 2008;Röthlisberger, Neuenschwander, Cimeli, Michel, & Roebers, 2012).…”

Section: Discussionmentioning

confidence: 99%

Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement

Röthlisberger¹,

Neuenschwander²,

Cimeli³

et al. 2013

JEDP

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Pronounced improvements in executive functions (EF) during preschool years have been documented in cross-sectional studies. However, longitudinal evidence on EF development during the transition to school and predictive associations between early EF and later school achievement are still scarce. This study examined developmental changes in EF across three time-points, the predictive value of EF for mathematical, reading and spelling skills and explored children's specific academic attainment as a function of early EF. Participants were 323 children following regular education; 160 children were enrolled in prekindergarten (younger cohort: 69 months) and 163 children in kindergarten (older cohort: 78.4 months) at the first assessment. Various tasks of EF were administered three times with an interval of one year each. Mathematical, reading and spelling skills were measured at the last assessment. Individual background characteristics such as vocabulary, non-verbal intelligence and socioeconomic status were included as control variables. In both cohorts, changes in EF were substantial; improvements in EF, however, were larger in preschoolers than school-aged children. EF assessed in preschool accounted for substantial variability in mathematical, reading and spelling achievement two years later, with low EF being especially associated with significant academic disadvantages in early school years. Given that EF continue to develop from preschool into primary school years and that starting with low EF is associated with lower school achievement, EF may be considered as a marker or risk for academic disabilities.

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“…Similarly, several training programs aiming at boosting children's EF capacities have been developed and showed that it is possible to improve overall EF in preschoolers [47] or to improve specifically inhibition [48] [49] [50] or working memory [50] [51]. Only two experimental studies have evalued the impact of an EF training on preschoolers with EB.…”

Section: Introductionmentioning

confidence: 99%

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

Houssa¹,

Volckaert²,

Nader-Grosbois³

et al. 2017

JBBS

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In preschoolers, externalizing behavior problems are a primary cause of consultation. It is known that externalizing behavior (EB) could result from individual and environmental risk factors. Individual risk factors included notably social cognition (SC) and executive functions (EF). A high level of EB has usually been related to dysfunction in SC and to poor skills in EF. The aim of the present experimental study is to compare the impact of two very targeted child-oriented trainings in the increasing of social competence and decreasing of EB in preschoolers. One training targeted SC abilities while the second one targeted EF capacities. These two trainings were compared on 48 preschoolers presenting clinically relevant levels of EB. The comparison of those results highlighted how each training could help preschoolers with EB in their behavior, emotion regulation and social adjustment. In comparison to a waitinglist control-group, the two trainings were effective in decreasing EB and differentiated impacts of the two trainings were obtained on different dimensions of profiles of social competence and emotion regulation. Results are discussed for their research and clinical implications.

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Improving executive functions in 5‐ and 6‐year‐olds: Evaluation of a small group intervention in prekindergarten and kindergarten children

Cited by 143 publications

References 75 publications

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

Enhancing Preschoolers’ Executive Functions Through Embedding Cognitive Activities in Shared Book Reading

Executive Functions in 5- to 8-Year Olds: Developmental Changes and Relationship to Academic Achievement

Differential Impact of an Executive-Function and a Social Cognition Training on Preschoolers with Externalizing Behavior Problems

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