Child Care and Early Education Research Connections
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Head-Toes-Knees-Shoulder Task
Resource Type:
Instruments
Journal Title:
Developmental Psychology
Journal Notes:
In A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
Note:
This instrument can be requested from http://www.socialdevelopmentlab.org/resources/measures/htks/
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Related resources include summaries, versions, measures (instruments), or other resources in which the current document plays a part. Research products funded by the Office of Planning, Research, and Evaluation are related to their project records.
A structured observation of behavioral self-regulation and its contribution to kindergarten outcomes
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Indirect and direct relationships between self-regulation and academic achievement during the nursery/elementary school transition of French students
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Red light, purple light: Findings from a randomized trial using circle time games to improve behavioral self-regulation in preschool
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2012 Preschool Pilot Study of PBS KIDS Transmedia Mathematics Content: A report to the CPB-PBS Ready To Learn Initiative
Pathways to kindergarten: A latent class analysis of children's time in early education and care
Improving school readiness in preschoolers with behavior problems: Results from a summer treatment program
The role of the executive functions in school readiness among preschool-age children
Examining the validity of behavioral self-regulation tools in predicting preschoolers' academic achievement
Experimental evaluation of the Tools of the Mind pre-k curriculum: Report from full implementation year, 2010-11
Are parents' ratings and satisfaction with preschools related to program features?
Enrollment in public-prekindergarten and school readiness skills at kindergarten entry: Differential associations by home language, income, and program characteristics
Income and the development of effortful control as predictors of teacher reports of preschool adjustment
Montessori preschool elevates and equalizes child outcomes: A longitudinal study
A pilot study of contemplative practices with economically disadvantaged preschoolers: Children's empathic and self-regulatory behaviors
The impact of transitional kindergarten on California students: Final report from the Study of California's Transitional Kindergarten Program
Intervention fidelity of Getting Ready for School: Associations with classroom and teacher characteristics and preschooler's school readiness skills
Physical activity, self-regulation, and early academic achievement in preschool children
Virtual kindergarten readiness programming for preschool-aged children: Feasibility, social validity, and preliminary impacts
Enhancing preschoolers' self-regulation via mindful yoga
The association between teachers' child-centered beliefs and children's academic achievement: The indirect effect of children's behavioral self-regulation
Classroom interactions, dyadic teacher-child relationships, and self-regulation in socially disadvantaged young children
Final report: The evaluation of the WINGS after-school social-emotional program for at-risk urban children
Play it high, play it low: Examining the reliability and validity of a new observation tool to measure children’s make-believe play
The effects of prekindergarten for Spanish-speaking dual language learners: Evidence from California's transitional kindergarten program
Efficacy trial of the Second Step Early Learning (SSEL) curriculum: Preliminary outcomes
Executive function skills and academic achievement gains in prekindergarten: Contributions of learning-related behaviors
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Psychometric analyses of child outcome measures with American Indian and Alaska Native preschoolers: Initial evidence from AI/AN FACES 2015: Technical report
Parent involvement in the Getting Ready for School intervention is associated with changes in school readiness skills
Persistence and convergence: The end of kindergarten outcomes of pre-K graduates and their nonattending peers
Stability and instability in the co-development of mathematics, executive function skills, and visual-motor integration from prekindergarten to first grade
Examining the validity of a multidimensional performance-based assessment at kindergarten entry
Using block play to enhance preschool children's mathematics and executive functioning: A randomized controlled trial
Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention
Children's school readiness skills across the pre-K year: Associations with teacher-student interactions, teacher practices, and exposure to academic content
Profiles of preschool attendance and children’s kindergarten readiness
Prekindergarten children's executive functioning skills and achievement gains: The utility of direct assessments and teacher ratings
Experimental evaluation of the Tools of the Mind pre-k curriculum: Trainer report: Full implementation year, 2010-11
Chronic absenteeism and preschool children's executive functioning skills development
Social skills and problem behaviors as mediators of the relationship between behavioral self-regulation and academic achievement
Learning-related cognitive self-regulation measures for prekindergarten children: A comparative evaluation of the educational relevance of selected measures
Kindergarten impacts of the Pennsylvania Pre-K Counts program: A statewide evaluation
Children's affective orientations in preschool and their initial adjustment to kindergarten
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Mixed delivery evaluation final report: Evaluation of Virginia's Mixed Delivery Preschool Pilot Program
Quantitative and qualitative factors related to the effectiveness of a preschool behavioral regulation intervention
Longitudinal associations between executive functioning and academic skills across content areas
Examining the predictive relations between two aspects of self-regulation and growth in preschool children's early literacy skills
The classroom relational environment and children's early development in preschool
Achievement and self-regulation in pre-kindergarten classrooms: Effects of the Tools of the Mind curriculum
A head-to-toes approach to computerized testing of executive functioning in young children
VPI+ comprehensive evaluation annual report: Year 1 (2015-2016)
Effects of the North Carolina Pre-Kindergarten Program: Findings through pre-k of a small-scale RCT study: 2017-2018 statewide evaluation
Predictors of early growth in academic achievement: The Head-Toes-Knees-Shoulders task
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Preschool classroom processes as predictors of children's cognitive self-regulation skills development
Benefits of behavioral self-regulation in the context of high classroom quality for preschoolers' mathematics
Examining the relations between executive function, math, and literacy during the transition to kindergarten: A multi-analytic approach
State VPI+ evaluation: Student assessment report: Year 2: Fall 2016
Factor structure and validity of the Early Childhood Environment Rating Scale - Third Edition (ECERS-3)
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A cluster randomized-controlled trial of the impact of the Tools of the Mind curriculum on self-regulation in Canadian preschoolers
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Factor structure and utility of the Behavior Rating Inventory of Executive Function--Preschool Version
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Impact of California's transitional kindergarten program, 2013-14
Inhibitory control of Spanish-speaking language-minority preschool children: Measurement and association with language, literacy, and math skills
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Relations between executive function, behavioral regulation, and achievement: Moderation by family income
Effects of prekindergarten curricula: Tools of the Mind as a case study
Investigating the feasibility of preschool interventions targeting children’s executive functioning & math skills
Examining the validity of a widely-used school readiness assessment: Implications for teachers and early childhood programs
Revisiting age- and schooling-related growth in school readiness skills: A multimethod validation study
Executive function skills and classroom behaviors of U.S. prekindergartners with special needs
Differences between pre-k and kindergarten classroom experiences: Do they predict children’s social-emotional skills and self-regulation across the transition to kindergarten?
Self-regulation development among young Spanish-English dual language learners
Kindergarten academic and social skills and exposure to peers with pre-kindergarten experience
The effects of a high quality state-run preschool program as rated by a Quality Rating and Improvement System on children’s school readiness
One size doesn't fit all: Profiles of isolated children in early childhood
How does inhibitory control predict emotion regulation in preschool? The role of individual children’s interactions with teachers and peers
Kindergarten through grade 3 outcomes associated with participation in high-quality early care and education: A RCT follow-up study
Sleep patterns and school readiness of pre-kindergarteners from racially and ethnically diverse, low-income backgrounds
Benefits of pre-kindergarten for children in Baltimore, MD
Run fast and sit still: Connections among aerobic fitness, physical activity, and sedentary time with executive function during pre-kindergarten
Does preschool children’s self-regulation moderate the impacts of instructional activities? Evidence from a randomized intervention study
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