Executive Functions and School Readiness Intervention: Impact, Moderation, and Mediation in the Head Start REDI Program  

Oleh:

Bierman, Karen L. ; Nix, Robert L. ; Greenberg, Mark T. ; Blair, Clancy ; Domitrovich, Celene E.

Jenis: Article from Journal - ilmiah internasional
Dalam koleksi: Development and Psychopathology vol. 20 no. 3 (2008), page 821-843.
Topik: Executive Functions; School Readiness Intervention; Impact; Moderation; and Mediation; Head Start REDI Program
Fulltext: DD21V20N3P821.pdf (199.18KB)

Ketersediaan

Perpustakaan Pusat (Semanggi) Nomor Panggil: DD21.15 Non-tandon: 1 (dapat dipinjam: 0) Tandon: tidak ada

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Isi artikel

Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attentionin the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measres in the context of a randomized-controlled trial of a research-based intervention integrated into Head Start programs (Head Start REDI). Three hundred fifty-six 4-year-old children(17% Hispanic, 25% African American; 54% girls) were followed over the course of the prekindergarten year. Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention on some outcomes. The REDI intervention promoted gains on two EF measures, which partially mediated intervention effects on school readiness. We discuss the importance of further study of the neurobiological bases of school readiness, the implications for intervention design, and the value of incorporating markers of neurobiological processes into school readness interventions.

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