Targeting self-regulation and academic functioning among preschoolers with behavior problems: Are there incremental benefits to including cognitive training as part of a classroom curriculum?

• Published in: Child neuropsychology Vol. 25; no. 5; pp. 688 - 704
• Main Authors: Landis, Taylor D., Hart, Katie C., Graziano, Paulo A.
• Format: Journal Article
• Language: English
• Published: England Routledge 04.07.2019
• Subjects: Academic Performance - statistics & numerical data; Child, Preschool; Cognition - physiology; cognitive training; Curriculum; executive function; Executive Function - physiology; externalizing behavior problems; Female; Humans; intervention; Male; Memory, Short-Term - physiology; Parents; Preschool; Self-Control; self-regulation; Preschool; self-regulation; intervention; externalizing behavior problems; cognitive training; executive function
• ISSN: 0929-7049; 1744-4136; 1744-4136
• DOI: 10.1080/09297049.2018.1526271

The purpose of this study was to examine the additional benefit of an adaptive Cogmed working memory training (CWMT) to a social-emotional/self-regulation classroom curriculum for preschoolers with externalizing behavior problems (EBP). Participants for this study included 49 children (71% boys, M age  = 4.52) with at-risk or clinically elevated levels of EBP. Children participated in an 8-week summer treatment program for Pre-Kindergarteners (STP-PreK), where they were randomly assigned to either adaptive CWMT (n = 24), or nonadaptive CWMT (n = 25). Multiple repeated measures analyses were conducted to examine the impact of adaptive versus nonadaptive CWMT on pre and posttreatment parent-/teacher-reported behavioral functioning, parent-/teacher reported and child task performance of executive functioning, and standardized academic achievement measures. Repeated measures analyses found that children in both groups improved on all measures (d's = .23-.86). However, there were no significant time X condition effects for parent or teacher-reported behavior, reported or observed executive functioning, or standardized academic measures. These findings suggest that CWMT does not appear to provide any incremental benefits to children's executive functioning, behavior, or academics when implemented within a comprehensive behavioral modification intervention.