Children's early self-regulation skills have long-term implications for a variety of academic, social, and health outcomes. Unfortunately, children facing multiple family risk factors (e.g., harsh parenting, economic disadvantage) are more likely to struggle with early self-regulation. Despite early disparities in self-regulation, promising intervention evidence suggests that high quality prekindergarten experiences...
The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct assessment, the Head-Toes-Knees-Shoulders task, relate...
The current study examines the effects of prekindergarten quality and quantity on externalizing
behavior problems for children living in non-parental care, compared to other children from
socioeconomically at-risk backgrounds. Data were obtained from the Head Start Impact Study.
Non-parental care was defined as a primary caregiver other than a biological,...
The current study examines the effects of Head Start on the development of school readiness outcomes for children living in non-parental care. Data were obtained from the Head Start Impact Study, a randomized controlled trial of Head Start conducted with a nationally representative sample of Head Start programs and families....
Children’s behavioral self-regulation and executive function (EF; including attentional or
cognitive flexibility, working memory, and inhibitory control) are strong predictors of
academic achievement. The present study examined the psychometric properties of a
measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by
assessing construct validity, including relations to EF measures, and...