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Kai Fung W, Kien Hoa Chung K. Longitudinal association between children's mastery motivation and cognitive school readiness: Executive functioning and social-emotional competence as potential mediators. J Exp Child Psychol 2023; 234:105712. [PMID: 37276768 DOI: 10.1016/j.jecp.2023.105712] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/27/2022] [Revised: 05/11/2023] [Accepted: 05/15/2023] [Indexed: 06/07/2023]
Abstract
This study investigated the direct relationships between kindergarten children's object and social mastery motivation and future cognitive school readiness and the indirect relationships mediated through executive functioning and social-emotional competence in the school context. The participants were 103 Hong Kong kindergarten children (45.6% girls; mean age = 60.4 months) and their teachers. The teachers reported the children's demographic information and object and social mastery motivation at Time 1 (in the middle of the school year). They rated the children's executive functioning, social-emotional competence and cognitive school readiness at Time 2 (at the end of the school year). The results from the path analysis model revealed that the children's object mastery motivation at Time 1, but not their social mastery motivation, directly predicted their cognitive school readiness at Time 2. The indirect relationships between (a) object mastery motivation at Time 1 and cognitive school readiness at Time 2 mediated through executive functioning (indirect effect: β =.32, SE =.05, p <.001) and (b) social mastery motivation at Time 1 and cognitive school readiness at Time 2 mediated through social-emotional competence (indirect effect: β =.09, SE =.03, p <.01) were significant. The findings highlight the differential roles of object and social mastery motivation in predicting children's cognitive school readiness and propose children's executive functioning and social-emotional competence as processes mediating the relationships. The results also suggest the desirability of providing kindergarten children with extensive play opportunities and materials to support their mastery motivation and cognitive school readiness.
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Affiliation(s)
- Wing Kai Fung
- Early Childhood, School of Education, Liverpool Hope University, Hope Park, Liverpool L16 9JD, UK.
| | - Kevin Kien Hoa Chung
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong Special Administrative Region
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2
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San Diego RJ, Franke N, Harding JE, Wouldes TA. Cross-cultural validity and reliability of the BRIEF-P at age 2 and 4.5 years in children born at risk of neonatal hypoglycemia. Child Neuropsychol 2023; 29:340-356. [PMID: 35786313 PMCID: PMC9810761 DOI: 10.1080/09297049.2022.2093340] [Citation(s) in RCA: 4] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/10/2022] [Accepted: 06/17/2022] [Indexed: 01/17/2023]
Abstract
Executive function (EF) encompasses several neurocognitive processes that are important in self-regulation of behavior and the attainment of social and cognitive competencies. While much progress has been made in developing valid measures for adult and adolescent EF, there is a dearth of valid measures for preschool children. Given the steep trajectory of neuropsychological development among this age group and the importance of EF, a valid measure for clinical assessment and research is needed that can capture EF in the everyday context of early childhood. The Behavior Rating Inventory of Executive Function Preschool Version (BRIEF-P) measures parent and teacher observations of children's everyday self-regulatory behaviors. The BRIEF-P has been validated in a range of normative and non-normative samples, but further validation is needed across cultures. This study aimed to evaluate the cross-cultural validity and reliability of the BRIEF-P when used by New Zealand Māori (n = 131) and European (n = 193) parents of children born with risk factors of neonatal hypoglycemia. Parents of children who participated in the prospective, longitudinal Children with Hypoglycemia and their Later Development (CHYLD) study completed the BRIEF-P when the child was 2 years ±4 weeks and 4.5 years ±8 weeks old. Results showed that the BRIEF-P is a highly reliable and valid instrument. Comparisons between Māori and New Zealand European samples revealed biases, which could be a source of further work to improve the construct validity of this measure, such as the development of norms and item validation for non-European and non-Western samples.
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Affiliation(s)
- Ryan Jim San Diego
- Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand
- Social and Community Health, The University of Auckland, Auckland, New Zealand
| | - Nike Franke
- Liggins Institute, The University of Auckland, Auckland, New Zealand
| | | | - Trecia Ann Wouldes
- Department of Psychological Medicine, The University of Auckland, Auckland, New Zealand
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3
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Cumming MM, Poling DV, Qiu Y, Pham AV, Daunic AP, Corbett N, Smith SW. A Validation Study of the BRIEF-2 Among Kindergarteners and First Graders At-Risk for Behavior Problems. Assessment 2023; 30:3-21. [PMID: 34423656 DOI: 10.1177/10731911211032289] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/17/2022]
Abstract
Early identification of executive dysfunction and timely school-based intervention efforts are critical for students at risk for problematic behaviors during early elementary school. The original Behavior Rating Inventory of Executive Functioning (BRIEF) was designed to measure real-world behavioral manifestations of executive functioning, neurocognitive processes critical for school success. With the updated BRIEF-2, independent validation is needed with kindergarten and first grade students at risk for emotional and behavioral disorders. Thus, using item level analyses, we examined the factor structure of the BRIEF-2 Teacher Rating form with 1,112 students. Results indicated little evidence for the original three-index model and supported a modified two-index model, with a Cognitive Regulation Index and an overall Behavior-Emotion Regulation Index. Criterion related validity indicated positive relationships with performance-based executive functioning (Head-Toes-Knees-Shoulders) and later internalizing and externalizing behaviors. We discuss implications of findings for early identification and school-based intervention efforts, as well as future research.
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Affiliation(s)
| | | | - Yuxi Qiu
- Florida International University, Miami, FL, USA
| | - Andy V Pham
- Florida International University, Miami, FL, USA
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McCoy DC, Koepp AE, Jones SM, Bodrova E, Leong DJ, Deaver AH. An observational approach for exploring variability in young children's regulation-related skills within classroom contexts. Dev Sci 2022; 25:e13250. [PMID: 35175684 DOI: 10.1111/desc.13250] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/29/2021] [Revised: 02/07/2022] [Accepted: 02/09/2022] [Indexed: 01/13/2023]
Abstract
Prior work has conceptualized children's executive function and self-regulation skills as relatively stable across short periods of time. Grounded in long-standing contextual theories of human development, this study introduces a new observational tool for measuring children's regulatory skills across different naturally occurring situations within early childhood classrooms. Using 460 observations of 91 children (M age = 5.54 years) in 16 socio-demographically diverse Prekindergarten and Kindergarten classrooms, we found that this tool-the Regulation-Related Skills Measure (RRSM)-reliably captured observed dimensions of young children's attention control and inhibitory control, but failed to appropriately represent more "internal" regulatory processes (e.g., working memory). Associations between the RRSM and other measures of children's executive function and self-regulation (i.e., direct assessments, adult reports) were low to moderate (r = 0.03 to 0.44), suggesting these tools are likely to be complementary in that they provide overlapping but ultimately distinct information regarding children's regulatory performance. Finally, results suggested substantial within-child variation in regulatory behaviors across different situations within the classroom, with the same children demonstrating consistently stronger attention control and inhibitory control during transitions than during either teacher- or student-directed activities. These findings underscore the situationally-dependent nature of children's self-regulatory performance, with implications for both theory and practice. Future research is needed to replicate these findings in more diverse, representative samples of children.
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Silva C, Sousa-Gomes V, Fávero M, Oliveira S, Merendeiro CS, Oliveira J, Moreira D. Assessment of Preschool-age Executive Functions: A Systematic Review. Clin Psychol Psychother 2022; 29:1374-1391. [PMID: 35112430 DOI: 10.1002/cpp.2718] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/13/2021] [Revised: 01/28/2022] [Accepted: 01/31/2022] [Indexed: 11/09/2022]
Abstract
Executive functions (EF) are higher-order cognitive processes present in the prefrontal cortex, and are fundamental in planning, executing, and monitoring goal-oriented behaviors. Evaluating EF in early stages of child development is essential for identifying any cognitive alterations in young children, given that it allows for early intervention and minimizes future complications. Additionally, it contributes to a better understanding of this construct in this age bracket, as well as its operational model. Study of EF has recently been the focus of multiple researcher; however, there is still a serious lack of instruments and measurements validated towards children's age bracket. This systematic review's main goal is to evaluate instruments and/or tasks that serve to evaluate and analyze EF and/or their components between the ages of 36 and 72 months. Forty-nine studies were analyzed, containing multiple tasks and tools oriented towards EF and their constituent components. Results indicate the existence of various tasks that grade the different components independently from one another; nevertheless, they also confirm the lack of any global measurement instrument or method. Therefore, this systematic review presents itself as an important contribution in the study of EF, not only stressing the importance of further investing into constructing and validating new and better tools for evaluating the construct, but also the study of operating models of executive functioning, especially in an age bracket where comprehending it is notoriously difficult.
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Affiliation(s)
- Cristina Silva
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | - Valéria Sousa-Gomes
- University of Maia.,Institute of Psychology and Neuropsychology of Porto.,JusGov, University of Minho
| | | | - Susana Oliveira
- University of Maia.,Institute of Psychology and Neuropsychology of Porto
| | | | | | - Diana Moreira
- Institute of Psychology and Neuropsychology of Porto.,University of Porto.,University Fernando Pessoa.,Centro de Solidariedade de Braga/Projecto Homem
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Hendry A, Holmboe K. Development and validation of the Early Executive Functions Questionnaire: A carer-administered measure of Executive Functions suitable for 9- to 30-month-olds. INFANCY 2021; 26:932-961. [PMID: 34418253 DOI: 10.1111/infa.12431] [Citation(s) in RCA: 12] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/13/2020] [Revised: 06/25/2021] [Accepted: 07/31/2021] [Indexed: 11/29/2022]
Abstract
Executive functions (EFs) enable us to control our attention and behavior in order to set and work toward goals. Strong EF skills are linked to better academic performance, and greater health, wealth, and happiness in later life. Research into EF development has been hampered by a lack of scalable measures suitable for infancy through to toddlerhood. The 31-item Early Executive Functions Questionnaire (EEFQ) complements temperament measures by targeting cognitive and regulatory capabilities. Exploratory Factor Analysis (n = 486 8- to 30-month-olds) and Confirmatory Factor Analysis (n = 317 9- to 30-month-olds) indicate Inhibitory Control, Flexibility, and Working Memory items load onto a common "Cognitive Executive Function (CEF)" factor, while Regulation items do not. The CEF factor shows strong factorial measurement invariance for sex, and partial strong factorial measurement invariance for age. CEF and Regulation scores show limited floor and ceiling effects, good internal consistency, short-term stability, and convergent validity with carer-report measures of attentional control. The EEFQ is sensitive to developmental change. Results indicate that the widely overlooked period between late infancy and early toddlerhood may be a sensitive period for EF development. The low-resource demands of the EEFQ afford the possibility to study emergent EFs at scale; opening up new opportunities in basic developmental and intervention research.
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Affiliation(s)
- Alexandra Hendry
- Department of Experimental Psychology, University of Oxford, Oxford, UK
| | - Karla Holmboe
- Department of Experimental Psychology, University of Oxford, Oxford, UK
- School of Psychological Science, University of Bristol, Bristol, UK
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Spiegel JA, Goodrich JM, Morris BM, Osborne CM, Lonigan CJ. Relations between executive functions and academic outcomes in elementary school children: A meta-analysis. Psychol Bull 2021; 147:329-351. [PMID: 34166004 PMCID: PMC8238326 DOI: 10.1037/bul0000322] [Citation(s) in RCA: 55] [Impact Index Per Article: 18.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/08/2022]
Abstract
The primary goal of this study was to examine developmental patterns among the relations between components of executive function (EF; working memory [WM], inhibitory control, shifting), and academic outcomes (reading, mathematics, language) in elementary school-age children. These relations were examined within the context of the development of EF and of academic skills utilizing an extension of the unity and diversity, intrinsic cognitive load, and dual process theories. Using meta-analytic methods, we summarized results from 299 studies from 293 articles/dissertations, representing 65,605 elementary school-age children (42-191 months old [M = 101 months, SD = 24.49 months]). Results indicated that accounting for general EF (by including the correlations among EF tasks in meta-analytic path models and accounting for effects between all three EF components and academic outcomes simultaneously) produced weaker relations between EF and academic skills than the bivariate relations which have been reported in prior meta-analytic reviews. However, although reduced, all relations between EF and academic outcomes remained significant throughout elementary school. Whereas WM was consistently moderately associated with reading, math, and oral language across development, the developmental trends for the relations between inhibitory control and shifting with academic outcomes varied based upon the academic skill examined. On the academic side, whereas the relations between reading and language skills with EF components varied throughout elementary school, few developmental changes were found in the relations between EF components and math skills across elementary school. Future directions and implications of findings for the conceptualization of the impact of EF on academics are discussed within the context of relevant theoretical models. (PsycInfo Database Record (c) 2021 APA, all rights reserved).
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Soto EF, Kofler MJ, Singh LJ, Wells EL, Irwin LN, Groves NB, Miller CE. Executive functioning rating scales: Ecologically valid or construct invalid? Neuropsychology 2020; 34:605-619. [PMID: 32730048 PMCID: PMC7483691 DOI: 10.1037/neu0000681] [Citation(s) in RCA: 39] [Impact Index Per Article: 9.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/18/2022] Open
Abstract
OBJECTIVE Executive functions are commonly measured using rating scales and performance tests. However, replicated evidence indicates weak/nonsignificant cross-method associations that suggest divergent rather than convergent validity. The current study is the first to investigate the relative concurrent and predictive validities of executive function tests and ratings using (a) multiple gold-standard performance tests, (b) multiple standardized rating scales completed by multiple informants, and (c) both performance-based and ratings-based assessment of academic achievement-a key functional outcome with strong theoretical links to executive function. METHOD A well-characterized sample of 136 children oversampled for ADHD and other forms of child psychopathology associated with executive dysfunction (ages 8-13; 68% Caucasian/non-Hispanic) completed a counterbalanced series of executive function and academic tests. Parents/teachers completed executive function ratings; teachers also rated children's academic performance. RESULTS The executive function tests/ratings association was modest (r = .30) and significantly lower than the academic tests/ratings association (r = .63). Relative to ratings, executive function tests showed significantly higher cross-method predictive validity and significantly better within-method prediction; executive function ratings failed to demonstrate improved within-method prediction. Both methods uniquely predicted academic tests and ratings. CONCLUSION These findings replicate prior evidence that executive function tests and ratings cannot be used interchangeably as executive function measures in research and clinical applications, while suggesting that executive function tests may have superior validity for predicting academic behavior/achievement. (PsycInfo Database Record (c) 2020 APA, all rights reserved).
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Affiliation(s)
- Elia F. Soto
- Florida State University, Department of Psychology
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Schneider H, Ryan M, Mahone EM. Parent versus teacher ratings on the BRIEF-preschool version in children with and without ADHD. Child Neuropsychol 2020; 26:113-128. [PMID: 31094642 PMCID: PMC6858515 DOI: 10.1080/09297049.2019.1617262] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/26/2022]
Abstract
Caregiver rating scales represent an important component of comprehensive child neuropsychological assessments for conditions such as Attention-deficit/Hyperactivity Disorder (ADHD); however, low inter-rater reliability (parent vs. teacher) often complicates interpretation. It has been challenging to identify the factors contributing to inter-rater variability, particularly when parents and teachers complete slightly different versions of the same rating scale. The present study examined the associations between parent- and teacher-reported executive functions in 84 children, ages 4-5 years, with and without symptoms of ADHD, using the Behavior Rating Inventory of Executive Function-Preschool (BRIEF-P). Use of the BRIEF-P allows for direct comparison of symptom ratings because parents and teachers complete the exact same measure. Significant associations between raters were observed on 4 of 5 BRIEF-P subscales when rating children with ADHD, but on only 1 subscale when rating typically developing (TD) children. The Shift scale in particular displayed low, non-significant inter-rater association in both groups. Significant group-by-rater interactions were observed for Working Memory and Plan/Organize scales, and driven by larger inter-rater T-score discrepancies in the TD group, such that teachers rated children as having more symptoms than parents. Conversely, examination of raw scores reflected no significant rater differences in the TD group, but significant or nearly significant differences on multiple scales in the ADHD group, such that parents rated more symptoms than teachers. Inter-rater associations for the BRIEF-P appear to vary based on who is being rated (i.e., children with or without ADHD), the specific subscales, and whether standardized or raw scores are analyzed.
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Affiliation(s)
| | | | - E. Mark Mahone
- Kennedy Krieger Institute, Baltimore, MD;,Johns Hopkins University School of Medicine, Baltimore, MD
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Pino Muñoz M, Arán Filippetti V. Confirmatory Factor Analysis of the BRIEF-2 Parent and Teacher Form: Relationship to Performance-Based Measures of Executive Functions and Academic Achievement. APPLIED NEUROPSYCHOLOGY-CHILD 2019; 10:219-233. [PMID: 31522525 DOI: 10.1080/21622965.2019.1660984] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 01/11/2023]
Abstract
We conducted two empirical studies to (1) explore the dimensionality of the Behavior Rating Inventory of Executive Function-2 (BRIEF-2) parent and teacher forms, (2) examine the association between the parent and teacher reports, and (3) analyze the relationship between the BRIEF-2 ratings and performance-based measures of executive functions (EFs) (including working memory, inhibition, and shifting tasks) and academic achievement in children. In Study 1 (n = 212 parents; n = 111 teachers), confirmatory factor analysis (CFA) showed that a three-factor solution that included the indices of (1) behavior regulation, (2) emotion regulation, and (3) cognitive regulation best fit the data. In Study 2 (n = 275 8- to 12-year-old Spanish-speaking children), selective and low correlations were found between performance- and rater-based measures of EFs. In addition, low to moderate correlations were found between parent and teacher reports. However, the three indices of both forms of the BRIEF-2 were associated with the diverse academic domains analyzed, although differences emerged depending on the informant (teacher vs. parent). Our results support the hypothesis that the two EF measures document different underlying processes. The clinical and educational implications of considering both perspectives in the assessment of EFs in children with typical development and in children with neurodevelopmental disorders are discussed.
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Affiliation(s)
- Mónica Pino Muñoz
- Escuela de Psicología, Departamento de Ciencias Sociales, Universidad Del Bío Bío, Chillán, Chile
| | - Vanessa Arán Filippetti
- Consejo Nacional de Investigaciones Científicas y Técnicas (CONICET), Centro Interdisciplinario de Investigaciones en Psicología Matemática y Experimental (CIIPME), Buenos Aires, Argentina. Universidad Adventista del Plata, Facultad de Humanidades, Educación y Ciencias Sociales, Entre Ríos, Argentina
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O’Meagher S, Norris K, Kemp N, Anderson P. Examining the relationship between performance-based and questionnaire assessments of executive function in young preterm children: Implications for clinical practice. Child Neuropsychol 2018; 25:899-913. [DOI: 10.1080/09297049.2018.1531981] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/28/2022]
Affiliation(s)
- Sari O’Meagher
- School of Medicine (Psychology), University of Tasmania, Hobart, Australia
| | - Kimberley Norris
- School of Medicine (Psychology), University of Tasmania, Hobart, Australia
| | - Nenagh Kemp
- School of Medicine (Psychology), University of Tasmania, Hobart, Australia
| | - Peter Anderson
- Monash Institute of Cognitive and Clinical Neurosciences, Monash University, Melbourne, Australia
- Clinical Sciences, Murdoch Children’s Research Institute, Melbourne, Australia
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Lam CB, Chung KKH, Li X. Parental Warmth and Hostility and Child Executive Function Problems: A Longitudinal Study of Chinese Families. Front Psychol 2018; 9:1063. [PMID: 30022960 PMCID: PMC6040216 DOI: 10.3389/fpsyg.2018.01063] [Citation(s) in RCA: 19] [Impact Index Per Article: 3.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/18/2017] [Accepted: 06/06/2018] [Indexed: 11/13/2022] Open
Abstract
This study examined the longitudinal associations of maternal and paternal warmth and hostility with child executive function problems. Data were collected for two consecutive years from 333 kindergarten children who resided in Hong Kong, China, as well as their mothers, fathers, and class teachers. At Time 1, the average age of children was 57.73 months, and 56% of them were girls. At Time 1, mothers and fathers rated their own parenting practices with their children. At Times 1 and 2, class teachers rated children’s problems in three aspects of executive functions, including updating/working memory, inhibition, and shifting/cognitive flexibility. As control variables, at Time 1, parents provided information on child and family demographic factors, and children completed verbal ability tasks. Multilevel modeling revealed that controlling for child and family demographic factors, child verbal abilities, and paternal parenting practices, maternal hostility, but not maternal warmth, was linked to increases in child inhibition and shifting/cognitive flexibility problems. Moreover, paternal hostility, but not paternal warmth, was linked to increases in updating/working memory problems. Theoretically, this study highlighted the importance of considering the contributions of both mothers and fathers, and differentiating between positive and negative aspects of parenting, when examining the development of child executive functions. Practically, this study pointed to the utility of targeting maternal and paternal hostility in family intervention and community education in order to reduce child executive function problems.
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Affiliation(s)
- Chun Bun Lam
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Kevin Kien Hoa Chung
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
| | - Xiaomin Li
- Department of Early Childhood Education, The Education University of Hong Kong, Tai Po, Hong Kong
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Does Preschool Self-Regulation Predict Later Behavior Problems in General or Specific Problem Behaviors? JOURNAL OF ABNORMAL CHILD PSYCHOLOGY 2018; 45:1491-1502. [PMID: 28130704 DOI: 10.1007/s10802-016-0260-7] [Citation(s) in RCA: 34] [Impact Index Per Article: 5.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/20/2022]
Abstract
Findings from prior research have consistently indicated significant associations between self-regulation and externalizing behaviors. Significant associations have also been reported between children's language skills and both externalizing behaviors and self-regulation. Few studies to date, however, have examined these relations longitudinally, simultaneously, or with respect to unique clusters of externalizing problems. The current study examined the influence of preschool self-regulation on general and specific externalizing behavior problems in early elementary school and whether these relations were independent of associations between language, self-regulation, and externalizing behaviors in a sample of 815 children (44% female). Additionally, given a general pattern of sex differences in the presentations of externalizing behavior problems, self-regulation, and language skills, sex differences for these associations were examined. Results indicated unique relations of preschool self-regulation and language with both general externalizing behavior problems and specific problems of inattention. In general, self-regulation was a stronger longitudinal correlate of externalizing behavior for boys than it was for girls, and language was a stronger longitudinal predictor of hyperactive/impulsive behavior for girls than it was for boys.
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14
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Garcia AM, Ros R, Hart KC, Graziano PA. Comparing working memory in bilingual and monolingual Hispanic/Latino preschoolers with disruptive behavior disorders. J Exp Child Psychol 2018; 166:535-548. [PMID: 29096236 PMCID: PMC5696073 DOI: 10.1016/j.jecp.2017.09.020] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/06/2016] [Revised: 09/20/2017] [Accepted: 09/22/2017] [Indexed: 11/21/2022]
Abstract
The current study examined differences in working memory (WM) between monolingual and bilingual Hispanic/Latino preschoolers with disruptive behavior disorders (DBDs). A total of 149 children (Mage = 5.10 years, SD = 0.53; 76% male) with elevated levels of DBDs, as indicated by their parents or teachers, were recruited to participate in an 8-week summer program prior to the start of kindergarten (Summer Treatment Program for Pre-Kindergarteners). Prior to the start of treatment, parents completed several measures about their children's behavior and executive function, and children were administered two subtests of the Automated Working Memory Assessment to examine their current WM capabilities. After controlling for demographic variables (i.e., age, sex, socioeconomic status, IQ, and diagnostic status), no significant differences were observed between bilingual and monolingual children in verbal WM performance (β = .03, p > .05). However, children who were bilingual did perform better than monolinguals on spatial WM tasks (β = .23, p < .01). Finally, parent reports of WM corroborated these findings such that bilingual children were reported as having fewer WM problems by parents (β = -.19, p < .05) and teachers (β = -.22, p < .05). Whereas WM deficits are often found among children with DBDs, the current findings suggest that bilingualism may serve as a protective factor for preschoolers with DBDs.
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Affiliation(s)
| | - Rosmary Ros
- Florida International University, Miami, FL 33199, USA
| | - Katie C Hart
- Florida International University, Miami, FL 33199, USA
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15
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Downes M, Berg C, Kirkham FJ, Kischkel L, McMurray I, de Haan M. Task utility and norms for the Preschool Executive Task Assessment (PETA). Child Neuropsychol 2017; 24:784-798. [PMID: 28565996 DOI: 10.1080/09297049.2017.1333092] [Citation(s) in RCA: 4] [Impact Index Per Article: 0.6] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 10/19/2022]
Abstract
Earlier identification of executive deficits in preschool children using an ecological approach would give more scope for intervention. The Preschool Executive Task Assessment (PETA) was developed to resemble an everyday age-appropriate task in order to examine the self-direction and integration of executive functions during a multistep task. It was designed so that performance can be evaluated in a microanalytic way and so individualized feedback and support can be easily communicated. The utility of the PETA was assessed with 166 three-to five-year olds. Results showed improved performance with increasing age and verbal intellectual quotient as well as good task reliability and utility. Evidence for influence of socioeconomic status, gender, and use of self-talk was also observed. Clinical applications and future directions of this novel measure are discussed.
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Affiliation(s)
- Michelle Downes
- a School of Psychology , University College Dublin , Dublin , Ireland.,b Developmental Neurosciences , UCL Great Ormond Street Institute of Child Health , London , UK
| | - Christine Berg
- c Program in Occupational Therapy , Washington University in St. Louis , St. Louis , MO , USA
| | - Fenella J Kirkham
- b Developmental Neurosciences , UCL Great Ormond Street Institute of Child Health , London , UK
| | - Laura Kischkel
- b Developmental Neurosciences , UCL Great Ormond Street Institute of Child Health , London , UK
| | - Imogen McMurray
- b Developmental Neurosciences , UCL Great Ormond Street Institute of Child Health , London , UK
| | - Michelle de Haan
- b Developmental Neurosciences , UCL Great Ormond Street Institute of Child Health , London , UK
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16
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Gagne JR. Self-Control in Childhood: A Synthesis of Perspectives and Focus on Early Development. CHILD DEVELOPMENT PERSPECTIVES 2017. [DOI: 10.1111/cdep.12223] [Citation(s) in RCA: 28] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/27/2022]
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