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

Karen L. Bierman, Robert L. Nix, Mark T. Greenberg, Clancy Blair, Celene E. Domitrovich

Research output: Contribution to journalArticlepeer-review

Abstract

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.

Original languageEnglish (US)
Pages (from-to)821-843
Number of pages23
JournalDevelopment and Psychopathology
Volume20
Issue number3
DOIs
StatePublished - Jun 2008

ASJC Scopus subject areas

  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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