The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects

Gonzales, Christopher R.; Bowles, Ryan P.; Geldhof, G. John; Cameron, Claire E.; Tracy, Alexis; McClelland, Megan M.

doi:10.1016/j.ecresq.2021.03.008

Cited by 35 publications

(56 citation statements)

References 70 publications

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“…If children are successful, they proceed to the next parts of the task, which are essentially the same as the HTKS. Recent research has demonstrated that the HTKS-R displays stronger psychometric properties than the HTKS and showed greater variability in performance compared to the HTKS among young children from families with low income (Gonzales et al, 2021). Specifically, the HTKS-R showed floor effects for less than three percent overall in children between 48 and 60 months of age, which was about 80% less than the floor effects on the HTKS.…”

Section: Development Of the Htks-rmentioning

confidence: 97%

“…Children who scored above the cutoff received full points for the opposites section. We ultimately did not adopt this approach (Gonzales et al, 2021). In the present study, we tested whether there were any differences in conclusions depending on the ordering; conclusions were not different, so we report results from the entire sample regardless of task ordering.…”

Section: Head-toes-knees-shoulders Revisedmentioning

confidence: 98%

“…Specifically, the HTKS-R showed floor effects for less than three percent overall in children between 48 and 60 months of age, which was about 80% less than the floor effects on the HTKS. Moreover, the HTKS-R demonstrated construct validity and was more strongly related to other measures of EF and behavioral self-regulation across preschool and kindergarten than the HTKS (Gonzales et al, 2021). What remains unclear is how well the HTKS-R predicts (a) children's academic outcomes in preschool and kindergarten compared to measures of EF and (b) how growth on the HTKS-R relates to growth in academic outcomes.…”

Section: Development Of the Htks-rmentioning

confidence: 99%

“…This research indicates that the current HTKS does not adequately differentiate scores among the children that it is most important for schools to support-those facing disproportionate adversity. Thus, the HTKS-R, a revised version of the HTKS, was developed to address these issues (Gonzales et al, 2021).…”

Section: Development Of the Htks-rmentioning

confidence: 99%

“…Thus, validity and utility in applied settings and with diverse groups of children are less evident for most existing measures of self-regulation. In this study, we examine a revised version of the Head-Toes-Knees-Shoulders task (HTKS-R), a direct assessment of children's behavioral self-regulation that requires multiple executive function (EF) components and has demonstrated strong reliability, validity, and predictive associations with various academic and classroom outcomes (McClelland et al, 2007a(McClelland et al, , 2014Cameron Ponitz et al, 2009;Wanless et al, 2011;Schmitt et al, 2017;Lenes et al, 2020a;Gonzales et al, 2021). This study examines how well the HTKS-R and other measures of EF predict (a) variation in children's academic outcomes in preschool and kindergarten and (b) growth in academic skills during the school transition.…”

Section: Introductionmentioning

confidence: 99%

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The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

et al. 2021

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The measurement of self-regulation in young children has been a topic of great interest as researchers and practitioners work to help ensure that children have the skills they need to succeed as they start school. The present study examined how a revised version of a commonly used measure of behavioral self-regulation, the Head-Toes-Knees-Shoulders task (HTKS) called the HTKS-R, and measures of executive function (EF) was related to academic outcomes between preschool and kindergarten (ages 4–6years) in a diverse sample of children from families with low income participating in Head Start in the United States. Participants included 318 children (53% female; 76% White; and 20% Latino/Hispanic) from 64 classrooms in 18 Head Start preschools who were followed over four time points between the fall of preschool and the spring of kindergarten. Results indicated that children with higher HTKS-R scores had significantly higher math and literacy scores at all-time points between preschool and kindergarten. The HTKS-R was also a more consistent predictor of math and literacy than individual EF measures assessing inhibitory control, working memory, and task shifting. Parallel process growth models indicated that children who had high initial scores on the HTKS-R also had relatively higher initial scores on math and literacy. In addition, growth in children’s scores on the HTKS-R across the preschool and kindergarten years was related to growth in both children’s math and literacy scores over the same period independent of their starting points on either measure. For the HTKS-R and math, children’s initial scores were negatively associated with growth over the preschool and kindergarten years indicating that lower skilled children at the start of preschool started to catch up to their more skilled peers by the end of kindergarten.

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Section: Development Of the Htks-rmentioning

confidence: 97%

Section: Head-toes-knees-shoulders Revisedmentioning

confidence: 98%

Section: Development Of the Htks-rmentioning

confidence: 99%

Section: Development Of the Htks-rmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

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Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis

Geng,

Zeng,

Guo

2023

Educ Psychol Rev

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Preschoolers’ Attentional and Behavioral Regulation: Differential Pathways through Poverty and Parenting

Liu,

Zhang,

Razza

2024

J Child Fam Stud

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This study explored specificity in the associations between early poverty and preschoolers’ behavioral and attentional regulation. In particular, there was an emphasis on delineating contextual factors (i.e., material hardship and household chaos) and parenting processes (i.e., maternal aggravation and maternal acceptance) as sequential mechanisms. The sample included 2850 families from the Future of Families and Child Wellbeing Study. Results suggested that early poverty in infancy (age one) was associated with behavioral regulation and attentional regulation in preschool years (age five). Material hardship mediated the link between early poverty and behavioral regulation, while household chaos mediated the link between early poverty and attentional regulation. Additionally, maternal aggravation mediated the association between material hardship and behavioral regulation, while maternal acceptance mediated the associations between household chaos and attentional and behavioral regulation. Findings informed targeted interventions to alleviate hardship and chaos and promote positive parenting practices to bolster children’s self-regulation.

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The Head-Toes-Knees-Shoulders Revised (HTKS-R): Development and psychometric properties of a revision to reduce floor effects

Cited by 35 publications

References 70 publications

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

The Head-Toes-Knees-Shoulders Revised: Links to Academic Outcomes and Measures of EF in Young Children

Associations Between Behavioral, Cognitive, and Emotional Self-Regulation and Academic and Social Outcomes Among Chinese Children: a Meta-analysis

Preschoolers’ Attentional and Behavioral Regulation: Differential Pathways through Poverty and Parenting

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