Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program

• Published in: Development and psychopathology Vol. 20; no. 3; pp. 821 - 843
• Main Authors: Bierman, Karen L., Nix, Robert L., Greenberg, Mark T., Blair, Clancy, Domitrovich, Celene E.
• Format: Journal Article
• Language: English
• Published: New York, USA Cambridge University Press 2008
• Subjects: Academic readiness; Aggressiveness; Attention; Behavior; Child; Child Behavior Disorders - diagnosis; Child Behavior Disorders - psychology; Child Behavior Disorders - therapy; Child, Preschool; Children; Children & youth; Childrens picture books; Classrooms; Cognition Disorders - diagnosis; Cognition Disorders - psychology; Cognition Disorders - therapy; Cognitive ability; Conduct Disorder - diagnosis; Conduct Disorder - psychology; Conduct Disorder - therapy; Curriculum; Developmental psychology; Early childhood education; Early Intervention (Education); Educational psychology; Executive function; Female; Follow-Up Studies; Head; Head Start project; Humans; Impulsivity; Internal-External Control; Intervention; Language; Language Development Disorders - diagnosis; Language Development Disorders - psychology; Language Development Disorders - therapy; Learning; Learning Disorders - diagnosis; Learning Disorders - psychology; Learning Disorders - therapy; Literacy; Male; Poverty - psychology; Problem Solving; Psychopathology; Reading; Social Adjustment; Sociology; Teaching
• ISSN: 0954-5794; 1469-2198
• DOI: 10.1017/S0954579408000394

Despite their potentially central role in fostering school readiness, executive function (EF) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children. The present study examined a set of five EF measures 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 readiness interventions.