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

TLDR

Executive function skills are crucial for school readiness yet have been largely ignored in interventions for socioeconomically disadvantaged children. The study examined five EF measures in a randomized trial of the Head Start REDI intervention and highlighted the need for neurobiological research and design implications for school readiness programs. The randomized controlled trial involved 356 four‑year‑old children (17% Hispanic, 25% African American, 54% girls) who were followed throughout the prekindergarten year. Initial EF predicted cognitive and social‑emotional gains and moderated REDI effects, while the intervention increased two EF measures that partially mediated improvements in school readiness.

Abstract

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.