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Head-Toes-Knees-Shoulder Task
Resource Type:
Instruments
Journal Title:
Developmental Psychology
Journal Notes:
In A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Note:
This instrument can be requested from http://www.socialdevelopmentlab.org/resources/measures/htks/
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Preparing students for the 21st century: Exploring the effects of afterschool participation on students' collaboration skills, oral communication skills, and self-efficacy
Self-regulation across different contexts: Findings in young Albanian children
Self-regulation assessment among preschoolers with externalizing behavior problems
Influence of self-regulation on the development of children's number sense
Fine motor skills and executive function both contribute to kindergarten achievement
Linking language, visual-spatial, and executive function skills to number competence in very young Chinese children
Executive functioning and school readiness among preschoolers with externalizing problems: The moderating role of the student-teacher relationship
Executive function of Spanish-speaking language-minority preschoolers: Structure and relations with early literacy skills and behavioral outcomes
Maternal math talk in the home and math skills in preschool children
Validation of the QRIS YoungStar rating scale: Report 2: Wisconsin Early Child Care Study findings on the validity of YoungStar rating for children's school readiness
Self-regulation in early childhood: The interplay between family risk, temperament and teacher-child interactions
Body mass index mediates the effects of low income on preschool children's executive control, with implications for behavior and academics
Indirect and direct relationships between self-regulation and academic achievement during the nursery/elementary school transition of French students
Preschool children's development in classic Montessori, supplemented Montessori, and conventional programs
Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool
Research brief: Evaluating Preschool for All effectiveness
Preschool teachers can use a PBS KIDS transmedia curriculum supplement to support young children's mathematics learning: Results of a randomized controlled trial: Summative evaluation of the CPB-PBS Ready To Learn Initiative
2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: A report to the CPB-PBS Ready To Learn Initiative
Pathways to kindergarten: A latent class analysis of children's time in early education and care
Improving school readiness in preschoolers with behavior problems: Results from a summer treatment program
The role of the executive functions in school readiness among preschool-age children
Examining the validity of behavioral self-regulation tools in predicting preschoolers' academic achievement
Experimental evaluation of the Tools of the Mind pre-k curriculum: Report from full implementation year, 2010-11
Are parents' ratings and satisfaction with preschools related to program features?
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Income and the development of effortful control as predictors of teacher reports of preschool adjustment
Montessori preschool elevates and equalizes child outcomes: A longitudinal study
A pilot study of contemplative practices with economically disadvantaged preschoolers: Children's empathic and self-regulatory behaviors
The impact of transitional kindergarten on California students: Final report from the Study of California's Transitional Kindergarten Program
Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler's school readiness skills
Physical activity, self-regulation, and early academic achievement in preschool children
Virtual kindergarten readiness programming for preschool-aged children: Feasibility, social validity, and preliminary impacts
Enhancing preschoolers' self-regulation via mindful yoga
The association between teachers' child-centered beliefs and children's academic achievement: The indirect effect of children's behavioral self-regulation
Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
Final report: The evaluation of the WINGS after-school social-emotional program for at-risk urban children
Play it high, play it low: Examining the reliability and validity of a new observation tool to measure children’s make-believe play
The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program
Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors
Spring 2016: Summative assessment report: VDOE
State VPI+ evaluation: Student assessment report: Year 2: Spring 2017
Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
Parent involvement in the Getting Ready for School intervention is associated with changes in school readiness skills
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Examining the validity of a multidimensional performance-based assessment at kindergarten entry
Using block play to enhance preschool children's mathematics and executive functioning: A randomized controlled trial
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Profiles of preschool attendance and children’s kindergarten readiness
Prekindergarten children's executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings
Experimental evaluation of the Tools of the Mind pre-k curriculum: Trainer report: Full implementation year, 2010-11
Chronic absenteeism and preschool children's executive functioning skills development
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Learning-related cognitive self-regulation measures for prekindergarten children: A comparative evaluation of the educational relevance of selected measures
Kindergarten impacts of the Pennsylvania Pre-K Counts program: A statewide evaluation
Children's affective orientations in preschool and their initial adjustment to kindergarten
Fall 2015: Summative assessment report: VDOE
Mixed delivery evaluation final report: Evaluation of Virginia's Mixed Delivery Preschool Pilot Program
Quantitative and qualitative factors related to the effectiveness of a preschool behavioral regulation intervention
Longitudinal associations between executive functioning and academic skills across content areas
Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills
The classroom relational environment and children's early development in preschool
Achievement and self-regulation in pre-kindergarten classrooms: Effects of the Tools of the Mind curriculum
A head-to-toes approach to computerized testing of executive functioning in young children
VPI+ comprehensive evaluation annual report: Year 1 (2015-2016)
Effects of the North Carolina Pre-Kindergarten Program: Findings through pre-k of a small-scale RCT study: 2017-2018 statewide evaluation
Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders task
Summary evaluation: Year 3 summary report
Preschool classroom processes as predictors of children's cognitive self-regulation skills development
Benefits of behavioral self-regulation in the context of high classroom quality for preschoolers' mathematics
Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach
State VPI+ evaluation: Student assessment report: Year 2: Fall 2016
Factor structure and validity of the Early Childhood Environment Rating Scale - Third Edition (ECERS-3)
Early Achievers standards validation study: Final report
A cluster randomized-controlled trial of the impact of the Tools of the Mind curriculum on self-regulation in Canadian preschoolers
Experimental evaluation of the Tools of the Mind pre-K curriculum: Technical report
Factor structure and utility of the Behavior Rating Inventory of Executive Function--Preschool Version
The relationship of gross motor and physical activity environments in child care settings with early learning outcomes
Impact of California's transitional kindergarten program, 2013-14
Inhibitory control of Spanish-speaking language-minority preschool children: Measurement and association with language, literacy, and math skills
Quality Rated Validation Study Report #4: Quality Rated star ratings and independent measures of quality, children's growth, and work climate
Relations between executive function, behavioral regulation, and achievement: Moderation by family income
Effects of prekindergarten curricula: Tools of the Mind as a case study
Investigating the feasibility of preschool interventions targeting children’s executive functioning & math skills
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
Revisiting age- and schooling-related growth in school readiness skills: A multimethod validation study
Executive function skills and classroom behaviors of U.S. prekindergartners with special needs
Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Self-regulation development among young Spanish-English dual language learners
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children’s school readiness
One size doesn't fit all: Profiles of isolated children in early childhood
How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers
Kindergarten through grade 3 outcomes associated with participation in high-quality early care and education: A RCT follow-up study
Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
Benefits of pre-kindergarten for children in Baltimore, MD
Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten
Does preschool children’s self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study
Testing theoretical explanations for heterogeneity in associations between a state quality rating and improvement system and prekindergarten children’s academic performance
Preliminary evaluation of a mobile, web-based coaching tool to improve Pre-K classroom practices and enhance learning
The relations between teacher-child relationships in preschool and children's outcomes in kindergarten
Preschool children’s observed interactions with teachers: Implications for understanding teacher-child relationships
The moderating role of two learning related behaviors in preschool children’s academic outcomes: Learning behaviour and executive function
Factor structure of school readiness skills: Conceptual vs. statistical distinctions
Teacher fidelity to Conscious Discipline and children’s executive function skills
Self-regulation and the development of literacy and language achievement from preschool through second grade
Associations between consistent and high-quality teacher-child interactions and preschool children’s self-regulation and activity in the stress response system
The role of peers’ executive function and classroom quality in preschoolers’ school readiness
Pilot intervention enhances preschoolers’ self-regulation and food liking
Examining transactional relations between behavioral self-regulation and social-emotional functioning during the transition to kindergarten
Imaginative children in the classroom: Mixed-methods examining teacher reported behavior, play observations and child assessments
The Head-Toes-Knees-Shoulders Revised: Links to academic outcomes and measures of EF in young children
Head–Toes–Knees– Shoulders Revised
Extending the school day for our youngest scholars: Learning gains in full- and half-day 4K classrooms
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