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Measuring behavioral regulation and its relation to early language skills and teacher-rated behavior in a culturally diverse school district
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Corbo, Melissa N.. Measuring behavioral regulation and its relation to early language skills and teacher-rated behavior in a culturally diverse school district. Retrieved from https://doi.org/doi:10.7282/T3Z60MZV

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TitleMeasuring behavioral regulation and its relation to early language skills and teacher-rated behavior in a culturally diverse school district
NameCorbo, Melissa N. (author); Gantwerk, Lewis (chair); Jung, Kwanghee (internal member); Rutgers University; Graduate School of Applied and Professional Psychology
Date Created2012
Other Date2012-05 (degree)
SubjectSchool Psychology, Preschool children--Psychology, Child psychology, Behavior modification, Children--Conduct of life
Extentvi, 62 p. : ill.
DescriptionEvidence suggests that behavioral regulation skills, including attention, working memory, and inhibitory control, are essential in the academic and social development of preschoolers. As the demands of formal schooling increase, behavioral regulation skills are necessary for school success. The current study focuses on a direct measure of behavior, the Head-Toes-Knees-Shoulders (HTKS) task, which requires children to respond to counterintuitive commands that target regulatory skills. Data were collected from 227 students in an urban, culturally diverse school district during the fall and spring of their prekindergarten school year. The nature of the HTKS was examined, including the variability of scores, correlation with demographic variables, and growth over the prekindergarten year. In addition, the relation between HTKS scores and measures of language skills and teacher-rated behavior were investigated. HTKS scores were significantly correlated with age, ethnicity, home language, and mothers’ years of education. Significant gains in behavioral regulation were found. HTKS scores were significantly, positively related to vocabulary scores in the fall and spring. Fall HTKS scores significantly correlated with spring teacher-rated behavior. Limitations and implications of the current study are discussed.
NotePsy.D.
NoteIncludes bibliographical references
Noteby Melissa N. Corbo
Genretheses, ETD doctoral
Persistent URLhttps://doi.org/doi:10.7282/T3Z60MZV
Languageeng
CollectionGraduate School of Applied and Professional Psychology Electronic Theses and Dissertations
Organization NameRutgers, The State University of New Jersey
RightsThe author owns the copyright to this work.
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