Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

Schmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M.

doi:10.1080/10409289.2014.850397

Cited by 109 publications

(54 citation statements)

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“…Numerous studies demonstrate the concurrent and predictive validity of the letter name, letter sound, and mathematics subtests that formed the basis of the original direct items included in the state's KEA (Lai, Alonzo, & Tindal, ; Lai, Nese, Jamgochian, Alonzo, & Tindal, ; Wray, Alonzo, & Tindal, ), but these studies do not report any data for EL students. However, additional research demonstrates the validity and reliability of the CBRS across different populations of students (Matthews, Cameron Ponitz, & Morrison, ; McClelland et al, ; Schmitt, Pratt, & McClelland, ; von Suchodoletz et al, ; Wanless et al, ; Wanless et al, ; Wanless, McClelland, Acock, Chen, & Chen, ; Wanless, McClelland, Tominey, & Acock, ).…”

Section: Resultsmentioning

confidence: 99%

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Ackerman

2018

ETS Research Report Series

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In this report I share the results of a document‐based, comparative case study aimed at increasing our understanding about the potential utility of state kindergarten entry assessments (KEAs) to provide evidence of English learner (EL) kindergartners' knowledge and skills and, in turn, inform kindergarten teachers' instruction. Using a sample of 9 purposely selected state KEAs and their respective policies, the focus of the study was to what extent these measures contain items that are specific to ELs, allow or mandate the use of linguistic accommodations, and have policies on KEA assessor or observer linguistic capacity. Also of interest was the degree to which research supports the use of these measures with EL students. The study's results suggest that the 9 sample KEAs represent 3 different profiles along a less‐to‐more continuum of EL‐specific content, linguistic accommodations and assessor/observer linguistic capacity policies, and EL‐relevant research. These results have implications for policymakers who are tasked with selecting or developing a KEA aimed at informing kindergarten teachers' instruction as well as the future research to be conducted on KEAs designed for this purpose.

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Section: Resultsmentioning

confidence: 99%

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Ackerman

2018

ETS Research Report Series

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“…A growing body of research has demonstrated HTKS's convergent validity (Cameron Ponitz et al, ; Cameron Ponitz, McClelland, Matthews, & Morrison, ; C. M. Connor et al, ; Lipsey et al, ; McClelland et al, ; Wanless, McClelland, Acock, Ponitz et al, ) and predictive validity (Cameron Ponitz, Rimm‐Kaufman et al, ; R. J. Duncan, ; Matthews et al, ; McClelland et al, ; McClelland et al, ; Schmitt, Pratt, & McClelland, ). Researchers also have investigated the measure's validity for non‐English‐speaking children (Gestsdottir et al, ; von Suchodoletz et al, ; Wanless, McClelland, Acock, Chen et al, ).…”

Section: Six Preschool Executive Function Assessment Examplesmentioning

confidence: 99%

“…The current version of the assessment is available in at least seven languages and for use in research studies and school districts from Dr. Megan McClelland (personal communication, August 8, 2016). It also has been used in a number of studies for demonstrating the HTKS task's convergent validity (McClelland et al, ; von Suchodoletz et al, ; Wanless, McClelland, Acock, Chen et al, ; Wanless, McClelland, Acock, Ponitz et al, ; Wanless et al, ) and predictive validity (R. J. Duncan, ; Matthews et al, ; Schmitt et al, ; von Suchodoletz et al, ; Wanless, McClelland, Tominey et al, ). Researchers also have demonstrated the CBRS's reliability across U.S. samples and in other countries (Matthews et al, ; Wanless, McClelland, Acock, Ponitz et al, ).…”

Section: Six Preschool Executive Function Assessment Examplesmentioning

confidence: 99%

“…M. Connor et al, 2010;Lipsey et al, 2014;McClelland et al, 2014;Wanless, McClelland, Acock, Ponitz et al, 2011) and predictive validity (Cameron Ponitz, Rimm-Kaufman et al, 2009;R. J. Duncan, 2012;Matthews et al, 2009;McClelland et al, 2007;McClelland et al, 2014;Schmitt, Pratt, & McClelland, 2014). Researchers also have investigated the measure's validity for non-English-speaking children (Gestsdottir et al, 2014;von Suchodoletz et al, 2013;Wanless, McClelland, Acock, Chen et al, 2011).…”

Section: Head-toes-knees-shoulders Taskmentioning

confidence: 99%

“…It also has been used in a number of studies for demonstrating the HTKS task's convergent validity von Suchodoletz et al, 2013;Wanless, McClelland, Acock, Chen et al, 2011;Wanless, McClelland, Acock, Ponitz et al, 2011;Wanless et al, 2013) and predictive validity (R. J. Duncan, 2012;Matthews et al, 2009;Schmitt et al, 2014;von Suchodoletz et al, 2013;Wanless, McClelland, Tominey et al, 2011). Researchers also have demonstrated the CBRS's reliability across U.S. samples and in other countries Wanless, McClelland, Acock, Ponitz et al, 2011).…”

Section: Child Behavior Rating Scalementioning

confidence: 99%

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Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options

Ackerman

Friedman-Krauss²

2017

ETS Research Report Series

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pic@ets.orgCopies can be downloaded from:www.ets.org/research/picThe views expressed in this report are those of the author and do not necessarily reflect the views of the officers and trustees of Educational Testing Service. About ETSAt ETS, we advance quality and equity in education for people worldwide by creating assessments based on rigorous research. ETS serves individuals, educational institutions and government agencies by providing customized solutions for teacher certification, English language learning, and elementary, secondary and postsecondary education, and by conducting education research, analysis and policy studies. Founded as a nonprofit in 1947, ETS develops, administers and scores more than 50 million tests annually -including the TOEFL ® and TOEIC ® tests, the GRE ® tests and The Praxis Series ® assessments -in more than 180 countries, at over 9,000 locations worldwide. The early education field increasingly is recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors. To provide the field with an overview of research conducted on this topic over the past 15 years, we review research on the traits and skills that fall under the broader umbrella of preschool EF and the role it plays in young children's developmental and academic outcomes. Also addressed are the child, environmental, activity-related, and curricular factors potentially impacting the development of EF and some EF-related topics for which additional research is needed. Finally, we provide practical and psychometric information regarding six examples of measures that focus on assessing preschoolers' EF skills. This report can serve as a resource for early childhood researchers and practitioners who are interested in understanding EF development during the early years. By highlighting some topics for which additional research is needed and providing information regarding examples of valid and reliable measures to assess EF in children ages 3-5 years, we hope this report also will serve as a springboard for future studies related to preschool EF.Keywords Executive function; preschool; assessment doi:10.1002/ets2.12148The early education field is increasingly recognizing the key role played by young children's executive function (EF) skills, generally defined as the cognitive abilities that consciously support goal-directed behaviors (Diamond, 2006;Garon, Bryson, & Smith, 2008). This recognition is important given the continued policy emphasis on expanding at-risk children's access to publicly funded prekindergarten (Barnett et al., 2016) and the central role that EF skills play in children's learning and overall school readiness (Blair, 2002;Blair & Razza, 2007;Obradovic, Portilla, & Boyce, 2012;Zelazo, Blair, & Willoughby, 2016). The extent to which EF may serve as a critical contributor to children's early education outcomes may be particularly salient in light of recent data on the out-of-school suspension rat...

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Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal

Salminen

Guedes

Lerkkanen

et al. 2021

Infant and Child Development

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This study examines the association between teacher–child interaction quality and children's self‐regulation in Finnish and Portuguese toddler classrooms. The participants included 230 Finnish (M = 29; SD = 3 months) and 283 Portuguese (M = 30, SD = 4 months) toddlers and their teachers (n = 43 Finland; n = 29 Portugal). The children's behavioural self‐regulation (attention, working memory, and inhibition control) was individually tested, and the teachers evaluated the children's self‐regulation skills in the classroom. The quality of the teacher–child interactions (i.e., emotional and behavioural support and engaged support for learning) was evaluated using the CLASS‐Toddler observation instrument. The analyses were conducted with path models using a complex option. The results for Finland show that the engaged support for learning was positively associated with children's attention and inhibitory control, and emotional and behavioural support was positively associated with children's inhibitory control. For Portugal, engaged support for learning was positively associated with children's attention. The results aid in recognizing the characteristics of teacher support that is beneficial to the development of children's self‐regulation skills in two sociocultural contexts, hence being of relevance for teacher in‐ and pre‐service training.

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Examining the Validity of Behavioral Self-Regulation Tools in Predicting Preschoolers' Academic Achievement

Abstract: J. W.-Y. (2021). Dimensional structure of the BRIEF2 and its relations with ADHD symptoms and task performance on executive functions in Chinese children. Child Neuropsychology, 27(2), 165-189.

Cited by 109 publications

References 62 publications

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Comparing the Potential Utility of Kindergarten Entry Assessments to Provide Evidence of English Learners' Knowledge and Skills

Preschoolers' Executive Function: Importance, Contributors, Research Needs and Assessment Options

Teacher–child interaction quality and children's self‐regulation in toddler classrooms in Finland and Portugal

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