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

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

Challenging Behaviors and Executive Function in Preschool-Aged Children

2021 ◽  
Vol 34 (1) ◽  
pp. 46-65
Author(s):  
Miriam Kuhn ◽  
Courtney Boise ◽  
Christine A. Marvin ◽  
Lisa L. Knoche
Keyword(s):  
Executive Function ◽  
Challenging Behaviors ◽  
Preschool Aged Children

Digital device exposure and cognition levels of children in lower-middle-income countries: a cross-sectional study in Cambodia (Preprint)

2021 ◽  
Author(s):  
Ho Heon Kim ◽  
Sang Ho Hwang ◽  
Ilcheong Yi ◽  
Sambath Kao ◽  
Doo Ra Kim ◽  
...  
Keyword(s):  
Executive Function ◽  
Cognitive Development ◽  
Digital Device ◽  
Cross Sectional ◽  
Middle Income ◽  
Middle Income Countries ◽  
Digital Devices ◽  
Group A ◽  
Group B ◽  
Preschool Aged Children

BACKGROUND In low- and middle-income countries (LMICs), policymakers and practitioners are increasingly focusing on the effectiveness of digital devices for medical and education services in children. However, several critical questions regarding the effectiveness of digital devices for preschool-aged children in LMICs remain unanswered due to a lack of evidence. OBJECTIVE This study aims to examine the relationship between familiarity with digital devices, social-economic status, and the cognitive functions of preschool-aged children in Cambodia. METHODS Based on a survey on three- to nine-year-old children’s familiarity with digital devices and the results of an impact test regarding the application of cognitive development, we examined the influence of the application on cognitive development of children in two Cambodian schools from 22 April to 4 May 2019. For analysis, the children were split into two groups: Group (A) children with pre-test digital device experience, and Group (B) children without pre-test digital device experience. RESULTS The results of CANTAB tests, except for one related to executive function area, did not indicate significant differences (p>0⸱05) among Group (A), Group (B), and the four sub-groups. Pre-test digital device experience and the amount of time using digital devices during the test did not have significantly different impacts on the cognitive development of children. Conversely, the education expenditure levels caused significant differences in the attention and executive function areas. CONCLUSIONS These results provide evidence for the importance of improving socio-economic conditions leading to investment in education when policymakers and practitioners are looking to implement programs for children’s cognitive development through digital devices in LMICs.

Executive function and mealtime behavior among preschool-aged children born very preterm

2015 ◽  
Vol 19 ◽  
pp. 110-114 ◽  
Author(s):  
Sarah E. Anderson ◽  
Kelly McNamara ◽  
Rebecca Andridge ◽  
Sarah A. Keim
Keyword(s):  
Executive Function ◽  
Very Preterm ◽  
Mealtime Behavior ◽  
Preschool Aged Children

Reliability of Clinician Judgments of Severity of Phonological Impairment

1995 ◽  
Vol 4 (3) ◽  
pp. 39-46 ◽  
Author(s):  
Susan K. Rafaat ◽  
Susan Rvachew ◽  
Rebecca S. C. Russell
Keyword(s):  
Conversational Speech ◽  
Speech Language Pathologists ◽  
Age Appropriate ◽  
Citation Form ◽  
Phonological Abilities ◽  
Preschool Aged Children

Pairs of speech-language pathologists independently rated severity of phonological impairment for 45 preschoolers, aged 30 to 65 months. Children were rated along a continuum from normal to profound. In addition to judging overall severity of impairment, the clinicians provided separate ratings based on citation form and conversational samples. A judgment of intelligibility of conversational speech was also required. Results indicated that interclinician reliability was adequate (80% agreement) for older preschool-aged children (4-1/2 years and above) but that judgments by speechlanguage pathologists were not sufficiently reliable for children under 3-1/2 years of age 40% agreement). Children judged to have age appropriate phonological abilities were not clearly distinguishable from children judged to have a mild delay. Educating speech-language pathologists regarding the normative phonological data that are available with respect to young preschoolers, and ensuring that such data are readily accessible for assessment purposes, is required.

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