Assessing students' executive functions in the classroom: Validating a scalable group-based procedure

Obradović, Jelena; Sulik, Michael J.; Finch, Jenna E.; Tirado-Strayer, Nicole

doi:10.1016/j.appdev.2017.03.003

Cited by 49 publications

(56 citation statements)

References 52 publications

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“…However, at this age, it is possible that children can perform some of the requested tasks, but they need direct help from others or supporting representations using, for example, language. Hence, we have started to test children at 2 years of age in small groups to capture social "cognitive" skills 45 , and there seems to be some interest in the field for capturing more ecologically valid skills 46 .…”

Section: Discussionmentioning

confidence: 99%

Late weaning and maternal closeness, associated with advanced motor and visual maturation, reinforce autonomy in healthy, 2-year-old children

Ochieng

Staines-Urias

Fernandes

et al. 2020

Sci Rep

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We studied neurodevelopmental outcomes and behaviours in healthy 2-year old children (N = 1306) from Brazil, India, Italy, Kenya and the UK participating in the INTERGROWTH-21 st project. there was a positive independent relationship of duration of exclusive breastfeeding (EBF) and age at weaning with gross motor development, vision and autonomic physical activities, most evident if children were exclusively breastfed for ≥7 months or weaned at ≥7 months. There was no association with cognition, language or behaviour. children exclusively breastfed from birth to <5 months or weaned at >6 months had, in a dose-effect pattern, adjusting for confounding factors, higher scores for "emotional reactivity". The positive effect of EBF and age at weaning on gross motor, running and climbing scores was strongest among children with the highest scores in maternal closeness proxy indicators. eBf, late weaning and maternal closeness, associated with advanced motor and vision maturation, independently influence autonomous behaviours in healthy children. The relationship between infants and their mothers is of paramount importance to child development, and ultimately for the survival of the species 1. Humans are born immature, from a developmental perspective, and

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Section: Discussionmentioning

confidence: 99%

Late weaning and maternal closeness, associated with advanced motor and visual maturation, reinforce autonomy in healthy, 2-year-old children

Ochieng

Staines-Urias

Fernandes

et al. 2020

Sci Rep

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“…Following Davidson et al (), we chose a 2,500 ms time response window after the stimulus onset for the preschool children (younger than 6.5 years old). For school children (older than 6.5 years old), we followed the recommendations of previous researchers and extended the original time window (750 ms), resulting in a time window of 1,500 ms (Calderon et al, ; Obradović, Sulik, Finch, & Tirado‐Strayer, ). Following a response, children received visual and auditory feedback with a low‐pitched tone of 500 ms accompanied by a surprised face for an incorrect response (same feedback was used in case of no‐response trials), and a high‐pitched tone of 500 ms accompanied by a happy face for a correct response.…”

Section: Methodsmentioning

confidence: 99%

The role of midfrontal theta oscillations across the development of cognitive control in preschoolers and school‐age children

Adam

Blaye

Gulbinaite

et al. 2020

Developmental Science

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One important hallmark of cognitive development in children is the increased ability to regulate behavior voluntarily, allowing children to better adapt their behavior to changing environmental demands for achieving a goal (Miller & Cohen, 2001). Cognitive control develops until adolescence and relies on the progressive and asynchronous development of cognitive processes (e.g., inhibition of prepotent response and active maintenance of goal). For example, during development, there is an increased capacity in detecting and

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“…Group-based assessments were used to minimize disruption for teachers and students. The tasks were simultaneously administered to all students in each classroom using tablet computers, which has been shown to be as valid and reliable as individual administration of the same tasks (Obradović et al 2018). Relative to individual assessments, these group-based assessments may have greater ecological validity because they occur in a naturalistic classroom setting.…”

Section: Executive Functionsmentioning

confidence: 99%

Moving beyond executive functions: Challenge preference as a predictor of academic achievement in elementary school

Sulik

Finch

Obradović

2020

Journal of Experimental Child Psychology

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Intrinsic motivation and executive functions (EFs) have been independently studied as predictors of academic achievement in elementary school. The goal of this investigation was to understand how students' challenge preference (CP), an aspect of intrinsic motivation, is related to academic achievement while accounting for EFs as a confounding variable. Using data from a longitudinal study of 569 third-, fourth-, and fifth-graders (50% female), we tested students' self-reported CP as a predictor of mathematics and English language arts (ELA) achievement in multilevel models that controlled for school fixed effects and student demographic characteristics. CP was positively associated with mathematics and ELA over and above the set of covariates and EFs. While also controlling for prior achievement, CP continued to explain a small amount of unique variance in mathematics, but not in ELA. These results underscore the importance of including measures of students' intrinsic motivation, in addition to EFs, to obtain a comprehensive understanding of academic success.

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Assessing students' executive functions in the classroom: Validating a scalable group-based procedure

Cited by 49 publications

References 52 publications

Late weaning and maternal closeness, associated with advanced motor and visual maturation, reinforce autonomy in healthy, 2-year-old children

Late weaning and maternal closeness, associated with advanced motor and visual maturation, reinforce autonomy in healthy, 2-year-old children

The role of midfrontal theta oscillations across the development of cognitive control in preschoolers and school‐age children

Moving beyond executive functions: Challenge preference as a predictor of academic achievement in elementary school

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