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The Role of Mother's and Child's Self-Regulation on Bidirectional Links between Harsh Parenting and Child Externalizing Problems
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Yelim Hong; Christina M. Bertrand; Kirby Deater-Deckard; Cynthia L. Smith; Martha Ann Bell – Developmental Psychology, 2024
The authors examined task-based (i.e., executive function), surveyed (i.e., effortful control), and physiological (i.e., resting cardiac respiratory sinus arrhythmia [RSA]) measures of child and maternal regulation as distinct moderators of longitudinal bidirectional links between child externalizing (EXT) behaviors and harsh parenting (HP) from 6…
Descriptors: Child Rearing, Parenting Styles, Self Control, Correlation
Early Cumulative Risk and Outcomes in Adolescence and Adulthood: The Role of Executive Function and Behavioral Regulation
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Schmitt, Sara A.; Paes, Tanya M.; Duncan, Robert J.; Vandell, Deborah Lowe – Developmental Psychology, 2023
This study examined the extent to which early cumulative risk predicts a range of behavioral and psychological outcomes (i.e., depression, future orientation, risky behavior, educational attainment, and socioeconomic outcomes) measured at ages 15 and 26 and whether executive function (EF) and/or behavioral regulation mediated and/or moderated…
Descriptors: Risk, Behavior, Adolescents, Young Adults
The Role of Executive Functions in Item Recognition and Temporal Order Memory Development
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Blankenship, Tashauna L.; Calkins, Susan D.; Bell, Martha Ann – Journal of Cognition and Development, 2022
Item recognition and temporal order memory follow different developmental trajectories during middle childhood, with item recognition performance stabilizing and temporal order memory performance continuing to improve. We investigated the potential unique role of individual executive functions on item recognition and temporal order memory during…
Descriptors: Executive Function, Recognition (Psychology), Time Perspective, Short Term Memory
Classroom Skill Compositions and Preschoolers' Early Academic and Executive Function Outcomes
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Qingqing Yang; Arya Ansari; Kelly M. Purtell; Robert C. Pianta; Jessica V. Whittaker; Virginia E. Vitiello – Grantee Submission, 2023
This study examined the links between classroom skill compositions and preschoolers' early learning and development in the nationally representative Head Start Family and Child Experiences Survey 2014 (FACES, n = 1,711 children/207 classrooms) and public pre-K programs in a county in Virginia (n = 1,467 children/123 classrooms). Results from a…
Descriptors: Surveys, Preschool Education, Preschool Children, Child Development
The First-Grade Outcomes of Pre-K Attendees: Examining Benefits as a Function of Skill Type, Environments, and Subgroups
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Ansari, Arya; Zimmermann, Kathryn; Pianta, Robert C.; Whittaker, Jessica V.; Vitiello, Virginia E.; Yang, Qingqing; Ruzek, Erik A. – American Educational Research Journal, 2023
This study examined whether pre-K benefits persist through the end of first grade and the extent to which persistence differs based on outcome domains, subsequent classroom environments, and key subgroups of children. Data from 2,351 children living in a large and diverse county in Virginia revealed that the initial benefits of pre-K for academic…
Descriptors: Preschool Children, Kindergarten, Grade 1, Public Schools
Preliminary Investigation of the Relationship of Ivymount Social Cognition Instructional Package (IvySCIP) to Similar Assessment Tools and Impact on Students with High Functioning Autism
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Eve Müller; Caitlin Wood; Deb Childress; Lynn Cannon; William Dardick – Journal of International Special Needs Education, 2023
Ivymount Social Cognition Instructional Project (IvySCIP) supports teachers and related service providers to implement data-driven social and emotional learning (SEL) instruction for their kindergarten through 5th grade students with social cognition challenges, especially those with high functioning autism spectrum disorders (HF-ASD). Based on…
Descriptors: Autism Spectrum Disorders, Social Cognition, Social Emotional Learning, Kindergarten