Megan M. McClelland

Links Between Behavioral Regulation and Preschoolers' Literacy, Vocabulary, and Math Skills

This study investigated predictive relations between preschoolers (N=310) behavioral regulation and emergent literacy, vocabulary, and math skills. Behavioral regulation was assessed using a direct measure called the Head-to-Toes Task, which taps inhibitory control, attention, and working memory, and requires children to perform the opposite of what is instructed verbally. Hierarchical linear modeling (HLM) was utilized because children were nested in 54 classrooms at 2 geographical sites. Results revealed that behavioral regulation significantly and positively predicted fall and spring emergent literacy, vocabulary, and math skills on the Woodcock Johnson Tests of Achievement (all ps<.05). Moreover, growth in behavioral regulation predicted growth in emergent literacy, vocabulary, and math skills over the prekindergarten year (all ps<.05), after controlling for site, child gender, and other background variables. Discussion focuses on the role of behavioral regulation in early academic achievement and preparedness for kindergarten.

Children at Risk for Early Academic Problems: The Role of Learning-Related Social Skills

Abstract Increasing evidence suggests that aspects of children’s learning-related social skills (including interpersonal skills and work-related skills) contribute to early school performance. The present investigation examined the association of work-related skills to academic outcomes at the beginning of kindergarten and at the end of second grade as well as characteristics of children with low work-related skills. Children were selected from a sample of 540 children based on low work-related skills scores on the Cooper-Farran Behavioral Rating Scales, a teacher-rated scale. Results indicated that work-related skills predicted unique variance in academic outcomes at school entry and at the end of second grade, after controlling for kindergarten academic score and important background variables. In addition, children with poor work-related skills ( n = 82) were found to differ from the overall sample on a number of child, family, and sociocultural variables including: significantly lower IQs, more behavior difficulties, and more medical problems, such as hearing and language problems. Finally, children with low work-related skills scored lower on academic outcomes at the beginning of kindergarten and at the end of second grade. Findings highlight the importance of early work-related skills in understanding successful school transition and early academic achievement.

A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes

The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring children to perform the opposite of a dominant response to 4 different oral commands. Results revealed considerable variability in HTKS scores. Evidence for construct validity was found in positive correlations with parent ratings of attentional focusing and inhibitory control and teacher ratings of classroom behavioral regulation. Hierarchical linear modeling indicated that higher levels of behavioral regulation in the fall predicted stronger levels of achievement in the spring and better teacher-rated classroom self-regulation (all ps < .01) but not interpersonal skills. Evidence for domain specificity emerged, in which gains in behavioral regulation predicted gains in mathematics but not in language and literacy over the kindergarten year (p < .01) after site, child gender, and other background variables were controlled. Discussion focuses on the importance of behavioral regulation for successful adjustment to the demands of kindergarten.

The emergence of learning-related social skills in preschool children

Recent research has pointed to the role of learning-related social skills in academic achievement and school success [Cooper & Farran, 1988; McClelland, Morrison, & Holmes, 2000]. Learning-related social skills tap the domains of independence, responsibility, self-regulation, and cooperation. The present study examined the nature and stability of teacher ratings of early learning-related social skills in 72 preschool children at 3–4 years and 1 year later. Confirmatory factor analysis (CFA) using structural equation modeling (SEM) revealed that a construct labeled “learning-related social skills” emerged in ratings of preschool children and showed moderate variability. Further, ratings of children’s early learning-related social skills were relatively stable over a 1-year period. Discussion focused on the emergence of learning-related social skills during the preschool period and possible role of these skills for early school success.

Behavioral Regulation and Early Academic Achievement in Taiwan

Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young childrens behavioral regulation. The present study examined the validity of a direct measure of behavioral regulation, the Head-to-Toes Task (HTT), in Taiwanese 3.5- to 4.5-year-olds. The goals were to (a) investigate the nature and variability of HTT scores and (b) explore relations between HTT scores and early math and vocabulary skills and teacher-rated classroom behavioral regulation in the spring of the preschool year. Results indicated that the HTT captured substantial variability and was significantly related to early math and vocabulary skills after controlling for age, mothers education level, and teacher-rated classroom behavioral regulation but was not significantly related to teacher ratings of classroom behavioral regulation. Practice or Policy: These findings suggest that the HTT may be a useful measure of behavioral regulation for Taiwanese preschoolers and provide evidence for the importance of behavioral regulation for academic achievement in Taiwan. Practical implications focus on supporting the development of behavioral regulation in early childhood settings, which can promote early school success.

Paternal Depression and Infant Cognitive Development: Implications for Research and Intervention

Although the negative impact of maternal depression on infants affective and cognitive development is well-documented, the contribution of paternal depression is often overlooked in the research literature and in early intervention practices. This review examines research on the link between paternal depression and infant cognitive outcomes. Although some disagreement exists, studies indicate that paternal depression limits father involvement, which, in turn, influences cognitive development. These findings have implications for research and early intervention programming that address fathers and young children. Further research on paternal depression is needed to understand how paternal depression specifically influences infant cognitive development and to clarify its implications for early intervention. The authors discuss ways that programs, including Early Head Start, have begun to address this issue, by intervening with fathers and children, building partnerships with mental health service agencies, and increasing staff members abilities to identify and support parents who are experiencing depression. Finally, discussion focuses on directions for future research and ways to support fathers who struggle with depression.

Social Skills Deficits

Publisher Summary Recent advances in assessment have produced a vast array of tools for the researchers and practitioners to choose from when treating children with social skills deficits. However, it is critical that there be a connection between the research literature and the clinical application. This chapter seeks to assist researchers and clinicians in how to reliably and accurately assess, conceptualize, and treat children with social skills deficits. It outlines recommendations for social skills assessments and describes the research basis and clinical utility of each method. In particular, naturalistic observations and behavioral rating scales are identified as primary assessment choices, and interviewing and sociometric strategies are suggested as important secondary choices. The chapter also discusses the key developmental considerations and the assessment, conceptualization, and treatment planning involved with treating children with social skills deficits. Finally, it provides a case study to illustrate the assessment of a child with social skills problems. By presenting a comprehensive framework of social skills assessment, the chapter tends to bridge the gap between research and clinical practice to successfully treat children with behavioral difficulties.