scholarly journals The Co-Occurring Development of Executive Function Skills and Receptive Vocabulary in Preschool-Aged Children: A Look at the Direction of the Developmental Pathways

2013 ◽  
Vol 23 (1) ◽  
pp. 4-21 ◽  
Author(s):  
Christina Weiland ◽  
M. Clara Barata ◽  
Hirokazu Yoshikawa
Keyword(s):  
Executive Function ◽  
Receptive Vocabulary ◽  
Developmental Pathways ◽  
Preschool Aged Children

scholarly journals Developmental Delays in Executive Function from 3 to 5 Years of Age Predict Kindergarten Academic Readiness

2016 ◽  
Vol 50 (4) ◽  
pp. 359-372 ◽  
Author(s):  
Michael T. Willoughby ◽  
Brooke Magnus ◽  
Lynne Vernon-Feagans ◽  
Clancy B. Blair ◽  
Keyword(s):  
Early Childhood ◽  
Executive Function ◽  
Repeated Measures ◽  
Receptive Vocabulary ◽  
Academic Readiness ◽  
Odds Ratios ◽  
Life Project ◽  
Growth Mixture ◽  
Academic Impairment ◽  
Using Data

Substantial evidence has established that individual differences in executive function (EF) in early childhood are uniquely predictive of children’s academic readiness at school entry. The current study tested whether growth trajectories of EF across the early childhood period could be used to identify a subset of children who were at pronounced risk for academic impairment in kindergarten. Using data that were collected at the age 3, 4, and 5 home assessments in the Family Life Project ( N = 1,120), growth mixture models were used to identify 9% of children who exhibited impaired EF performance (i.e., persistently low levels of EF that did not show expected improvements across time). Compared to children who exhibited typical trajectories of EF, the delayed group exhibited substantial impairments in multiple indicators of academic readiness in kindergarten (Cohen’s ds = 0.9–2.7; odds ratios = 9.8–23.8). Although reduced in magnitude following control for a range of socioeconomic and cognitive (general intelligence screener, receptive vocabulary) covariates, moderate-sized group differences remained (Cohen’s ds = 0.2–2.4; odds ratios = 3.9–5.4). Results are discussed with respect to the use of repeated measures of EF as a method of early identification, as well as the resulting translational implications of doing so.

scholarly journals Assessment of executive function in preschool-aged children

2005 ◽  
Vol 11 (3) ◽  
pp. 209-215 ◽  
Author(s):  
Peter K. Isquith ◽  
Jennifer S. Crawford ◽  
Kimberly Andrews Espy ◽  
Gerard A. Gioia
Keyword(s):  
Executive Function ◽  
Preschool Aged Children

A-119 PPVT Impacted by Neuropathology in Moderate to Severe TBI

2021 ◽  
Vol 36 (6) ◽  
pp. 1169-1169
Author(s):  
Denise Krch ◽  
Lea Frank ◽  
Erica Weber
Keyword(s):  
Executive Function ◽  
Brain Injury ◽  
Processing Speed ◽  
Fluid Intelligence ◽  
Receptive Vocabulary ◽  
Critical Element ◽  
Peabody Picture Vocabulary ◽  
Adult Reading ◽  
Severe Tbi ◽  
Composite Scores

Abstract Objective Estimating premorbid intellectual functioning after brain injury is a critical element of determining cognitive decline. However, little research has been conducted on how Peabody Picture Vocabulary Test (PPVT-IV) performs in adults after traumatic brain injury (TBI). Given that PPVT measures receptive vocabulary, it has potential to serve as a hold measure test. The objective was to explore characteristics of PPVT in TBI relative to a commonly used proxy of premorbid function (Wechsler Test of Adult Reading, WTAR). Method Sixty-one adults with moderate to severe TBI underwent a comprehensive neuropsychological evaluation and structural neuroimaging. Principal components analyses were used to create cognitive composite scores. Pearson’s correlations were conducted to explore the relationships between PPVT/WTAR standard scores (SS) and neuropathology (white matter integrity as whole brain functional anisotropy [FA]). The relationships between PPVT/WTAR SSs and cognitive constructs were similarly examined. Results PPVT was significantly related to FA (r = 0.34, p = 0.014). However, there was no relationship between WTAR and neuropathology. PPVT was significantly related to age (r = 0.38, p = 0.006), so this variable was controlled for in associated analyses (NB. WTAR was not related to age). PPVT was found to be significantly related to contextualized and noncontextualized memory, attention, executive function, and processing speed (all ps < 0.05). In contrast, WTAR was only significantly related to contextualized memory, attention, and executive function. Conclusions PPVT appears to be impacted by neuropathology, indicating that it may not be appropriate as a hold measure after TBI. This may be explained by PPVT’s significant relationship with fluid intelligence domains known to be impacted after neurologic insult.

scholarly journals Executive function is associated with social competence in preschool-aged children born preterm or full term

2014 ◽  
Vol 90 (6) ◽  
pp. 299-306 ◽  
Author(s):  
Nidia Alduncin ◽  
Lynne C. Huffman ◽  
Heidi M. Feldman ◽  
Irene M. Loe
Keyword(s):  
Executive Function ◽  
Social Competence ◽  
Full Term ◽  
Preschool Aged Children
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