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Direct linkSchmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M. – Early Education and Development, 2014
Research Findings: The current study investigated the predictive utility of teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report (the Child Behavior Rating Scale), an observer report (the Observed Child Engagement Scale), and…
Descriptors: Validity, Preschool Children, Prediction, Academic Achievement
Download full textSchmitt, Sara A.; Pratt, Megan E.; McClelland, Megan M. – Grantee Submission, 2014
The current study investigated the predictive utility among teacher-rated, observed, and directly assessed behavioral self-regulation skills to academic achievement in preschoolers. Specifically, this study compared how a teacher report, the Child Behavior Rating Scale, an observer report, the Observed Child Engagement Scale, and a direct…
Descriptors: Validity, Preschool Children, Prediction, Academic Achievement
McClelland, Megan M.; Cameron, Claire E.; Duncan, Robert; Bowles, Ryan P.; Acock, Alan C.; Miao, Alicia; Pratt, Megan E. – Grantee Submission, 2014
Children's behavioral self-regulation and executive function (EF; including attentional or cognitive flexibility, working memory, and inhibitory control) are strong predictors of academic achievement. The present study examined the psychometric properties of a measure of behavioral self-regulation called the Head-Toes-Knees-Shoulders (HTKS) by…
Descriptors: Predictor Variables, Executive Function, Self Control, Academic Achievement
Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Chen, Fu-Mei; Chen, Jo-Lin – Early Education and Development, 2011
Research Findings: Behavioral regulation (the integration of attention, working memory, and inhibitory control) is critical for school readiness and early academic achievement. In Taiwan, however, where academic success is highly valued, there is a dearth of assessments available to measure young children's behavioral regulation. The present study…
Descriptors: School Readiness, Academic Achievement, Young Children, Short Term Memory
A Structured Observation of Behavioral Self-Regulation and Its Contribution to Kindergarten Outcomes
Ponitz, Claire Cameron; McClelland, Megan M.; Matthews, J. S.; Morrison, Frederick J. – Developmental Psychology, 2009
The authors examined a new assessment of behavioral regulation and contributions to achievement and teacher-rated classroom functioning in a sample (N = 343) of kindergarteners from 2 geographical sites in the United States. Behavioral regulation was measured with the Head-Toes-Knees-Shoulders (HTKS) task, a structured observation requiring…
Descriptors: Observation, Construct Validity, Correlation, Kindergarten
Wanless, Shannon B.; McClelland, Megan M.; Acock, Alan C.; Ponitz, Claire C.; Son, Seung-Hee; Lan, Xuezhao; Morrison, Frederick J.; Chen, Jo-Lin; Chen, Fu-Mei; Lee, Kangyi; Sung, Miyoung; Li, Su – Psychological Assessment, 2011
The present study examined the psychometric properties of scores from a direct measure of behavioral regulation, the Head-Toes-Knees-Shoulders task (HTKS) with 3- to 6-year-old children in the United States, Taiwan, South Korea, and China. Specifically, we investigated (a) the nature and variability of HTKS scores, including relations to…
Descriptors: Foreign Countries, Psychometrics, Behavior Problems, Cross Cultural Studies
