Search
Program Calendar
Browse By Day
Browse By Time
Browse By Panel
Browse By Session Type
Browse By Topic Area
Search Tips
Virtual Exhibit Hall
Personal Schedule
Sign In
Session Type: Paper Symposium
Behavioral self-regulation supports young children’s learning and uniquely predicts growth of academic achievement. This skill is typically measured via one-on-one assessments of executive functioning (EF), that tax children’s working memory, response inhibition and attentional control. Fewer studies, however, have attempted to capture behavioral self-regulation directly in the classroom.
In this symposium, we bring together four unique classroom observation coding systems that focus on the relation between classroom processes and EF outcomes. Paper 1 illustrates the importance of both teacher emotional tone, instructional quality as well as student’s social-learning and engagement in promoting EF development in preK. Paper 2 develops and evaluates a new classroom observation coding system to assess the fidelity of a self-regulation intervention in preK. Paper 3 identifies specific child off-task behaviors that differentially predict EF components and subsequent academic achievement gains. Finally, Paper 4 looks at how off-task behavior relates to EF gains, and how this differs depending on the child’s baseline EF and grade level in school.
This symposium will highlight recent advances in measuring self-regulation directly in the classroom. The findings across studies reveal the crucial importance of both classroom and individual factors (and their interaction) in shaping developmental trajectories of self-regulation and academic achievement during the transition to school. Further, the success of these initiatives leads to direct recommendations for assessing classroom experiences that impact growth of children’s self-regulation.
Differential Effects of Prekindergarten Practices on Executive Function Development - Presenting Author: Kimberly T Nesbitt, University of New Hampshire; Non-Presenting Author: Dale C Farran, Vanderbilt University; Non-Presenting Author: Mary Fuhs, University of Dayton
Developing a Preschool Observational Measure to Assess Group Time Intervention Success - Presenting Author: Shauna Tominey, Oregon State University; Non-Presenting Author: Bridget E Hatfield, Oregon State University; Non-Presenting Author: Alexis Tracy, Oregon State University; Non-Presenting Author: Christopher Gonzales, Oregon State University; Non-Presenting Author: Megan McClelland, Oregon State University
Off-Task Behavior in Kindergarten: Relations to Executive Function - Presenting Author: Lillie Moffett, University of Michigan; Non-Presenting Author: Frederick J Morrison, University of Michigan
Using the Optimizing Learning Opportunities for Students (OLOS) observation system to track growth in self-regulation skills - Presenting Author: Ashley Adams, University of California Irvine; Non-Presenting Author: Carol Connor, University of California Irvine