Self-regulation assessment among preschoolers with externalizing behavior problems.

Abstract

This study examined the construct validity and clinical utility of a brief self-regulation assessment (Head-Toes-Knees-Shoulders, HTKS) among a clinical sample of children with externalizing behavior problems (EBP). Participants for this study included 101 preschool children (72% male; Mage = 5.10 years; 79% Hispanic) with at-risk or clinically elevated levels of EBP. Self-regulation measures included the HTKS task, 4 standardized subtests from the Automated Working Memory Assessment (AWMA), parent and teacher reports of children's executive functioning (EF), and children's self-regulation performance across a series of executive functioning classroom games conducted as part of a summer treatment camp. Additional outcomes included school readiness as measured by standardized achievement tests, and parent and teacher reports of kindergarten readiness and behavioral impairment related to academic functioning. Performance on the HTKS task was moderately correlated with children's performance on the standardized working memory tasks and observed self-regulation performance in the classroom. Low to moderate correlations were observed between performance on the HTKS task and parent report of children's EF difficulties, as well as parent and teacher reports of children's kindergarten readiness and behavioral impairment related to academic functioning. Moderate to high correlations were observed between performance on the HTKS task and standardized academic outcomes. These findings highlight the promise of the HTKS task as a brief, ecologically valid, and integrative EF task tapping into both behavioral and cognitive aspects of self-regulation that are important for children with EBP's success in school.

Interaction processes as a mediating factor between children's externalized behaviour difficulties and engagement in preschool

“…The relationship between hyperactivity and low levels self-regulation implies that hyperactive children may have difficulty sustaining attention for a longer period (Graziano et al, 2015;Martel, 2009). As a consequence, these children spend less time engaged in learning activities, something that affects their development and later school functioning (Buhs et al, 2006;Bulotsky-Shearer & Fantuzzo, 2011;Gunnar, Sebanc, Tout, Donzella, & Van Dulmen, 2003).…”

A head-to-toes approach to computerized testing of executive functioning in young children

“…Results of studies with preschool and kindergarten children demonstrate significant concurrent and longitudinal associations between scores on the HTT and HTKS tasks and academic and behavioral outcomes. Significant positive associations are consistently reported between scores on the HTKS task and concurrent measures of literacy ability (Graziano et al, 2015;Ponitz et al, 2009;Skibbe, Connor, Morrison, & Jewkes, 2011;Skibbe, Phillips, Day, Brophy-Herb, & Connor, 2012;Wanless et al, 2011).…”

“…Moderate relations have also been reported between scores on the HTT and HTKS tasks and parent-and teacher-reports of self-regulation and externalizing behaviors (e.g., Graziano et al, 2015;Lonigan, Spiegel, et al, 2016;Ponitz et al, 2009). Graziano et al (2015) compared kindergarteners' HTKS scores with concurrent parent and teacher ratings of EF and reported that children with higher performance on the HTKS task were also rated by parents as having better EF skills. Ponitz et al (2009) reported that children whose teachers rated them as having higher behavior regulation at the end of kindergarten also scored substantially higher on a concurrently administered HTKS task.…”

A study protocol testing the implementation, efficacy, and cost effectiveness of the ezParent program in pediatric primary care

“…Fifteen to 20% of children demonstrate behavior problems that interfere with relationship development and academic achievement [1][2][3]. Children who experience an early onset of behavior problems may be at higher risk for persistent behavior problems [4].…”