A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes.

Abstract

The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten.

Associations Between Early Family Risk, Children’s Behavioral Regulation, and Academic Achievement in Portugal

“…Findings of numerous studies show that behavioral regulation and related constructs significantly correlate with academic achievement in preschool and elementary school (Blair & Razza, 2007;McClelland et al, 2007;Cameron Ponitz et al, 2009). For example, Blair and Razza (2007) found that effortful control contributed to early mathematics and literacy skills in the United States.…”

“…In one study examining children's behavioral regulation skills using a direct measure (the Head-Toes-Knees-Shoulders; HTKS) in Taiwan, South Korea, China, and the United States, results indicated that children with higher behavioral regulation scores were more likely to show higher early mathematics, vocabulary, and literacy skills, after important demographic variables were controlled . In another study conducted in the United States, using the same direct measure, gains in behavioral regulation predicted gains in mathematics skills over the kindergarten year (Cameron Ponitz et al, 2009). Suchodoletz and colleagues (2013) also found positive associations among behavioral regulation and academic skills in Germany and Iceland.…”

“…In this study, behavioral regulation is understood as the ability to integrate attention, working memory, and inhibitory control in the regulation of overt behavior (McClelland et al, 2007;Cameron Ponitz et al, 2009;Sektnan, McClelland, Acock, & Morrison, 2010;. This subset of skills is particularly important in the classroom setting where children are often asked to shift attention and ignore irrelevant, distracting information (attention), remember instructions while responding (working memory) and stop inappropriate responses that could otherwise disrupt classroom activities (inhibitory control; McClelland et al, 2007;.…”

“…As they make this transition, they are expected to demonstrate the ability to regulate their thoughts, feelings and behavior in order to adjust to classroom demands and benefit from learning activities (Morrison, Cameron Ponitz, & McClelland, 2010). Self-regulation skills such as maintaining focus on a task in face of distractions, remembering instructions, inhibiting a dominant response or regulating strong emotions help children to respond to complex classroom settings in a deliberate, adaptive manner that help predict positive outcomes (Blair, 2002;Cameron Ponitz, McClelland, Matthews, & Morrison, 2009;Morrison et al, 2010;. The potential role of these skills for early school success is supported by international research showing that self-regulation uniquely predicts academic competence in early childhood (Blair & Razza, 2007;McClelland et al, 2007;Suchodoletz et al, 2013;.…”

“…The HTKS was designed to assess the integrative nature of behavioral regulation in an ecologically valid manner (Cameron Ponitz et al, 2009). This measure taps aspects of behavioral regulation similar to the behaviors required from children in the classroom context and it was designed to be used in school settings (McClelland & Cameron Ponitz, 2012).…”