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ERIC Number: ED518867
Record Type: Non-Journal
Publication Date: 2011
Pages: 7
Abstractor: ERIC
Reference Count: 15
ISBN: N/A
ISSN: N/A
Executive Function as a Mediator of Effects on Kindergarten Learning Behaviors One Year after the Pre-K Head Start REDI Intervention
Ursache, A.; Blair, C.; Bierman, K.; Nix, R.
Society for Research on Educational Effectiveness
In the current study the authors examine follow-up effects of the pre-K REDI intervention on executive functioning and adaptive learning behaviors, one year post intervention, when the children are in kindergarten. They find that although there are intervention effects on EF (executive functioning) at the end of pre-K, these effects are not sustained through kindergarten. The REDI intervention did, however, continue to have an effect on student's teacher-rated learning behaviors in kindergarten. In order to more fully examine this relationship, they examine how REDI effects on EF at the end of preschool may have in turn affected children's learning behaviors in kindergarten. Although no impacts of the intervention were found on kindergarten EF, they hypothesize that EF at the end of the preschool year may mediate intervention effects on adaptive learning behaviors in kindergarten. By creating a classroom climate that supported an optimal level of arousal for children, intervention classrooms likely set the stage for EF which in turn supports learning abilities such as staying on task and school engagement. As mediating EF measures they will look at the Dimensional Change Card Sort Task (DCCS) and task-orientation (an assessor rating of global self-regulation skills) since these two measures showed intervention effects at the end of pre-K year. (Contains 2 tables.)
Society for Research on Educational Effectiveness. 2040 Sheridan Road, Evanston, IL 60208. Tel: 202-495-0920; Fax: 202-640-4401; e-mail: inquiries@sree.org; Web site: http://www.sree.org
Publication Type: Reports - Research
Education Level: Early Childhood Education; Kindergarten; Preschool Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: Society for Research on Educational Effectiveness (SREE)
Identifiers - Location: Pennsylvania
Identifiers - Assessments and Surveys: Expressive One Word Picture Vocabulary Test; Test of Language Development