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Executive function skills and classroom behaviors of U.S. prekindergartners with special needs


This study explores the EF skills in a sample of 4-year-old children all enrolled in regular pre-k classrooms. We compare the EF skills and classroom behaviors of children with and without identified special needs and also explore the EF skills and classroom behaviors of a sample of English language learners in the same classrooms for comparison. We examine important classroom behaviors (level of involvement, sequential/goal-oriented interactions, social-learning interactions, and off-task behaviors) and the contribution of EF skills to those interactions. Moreover, we explore if children’s classroom behaviors vary as a function of whether a learning experience is under the direction of the teacher or the child. (author abstract)

Resource Type:
Reports & Papers
United States

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