Examining Moderators of Response to Executive Function Reflection Training: Initial Skill and Socioeconomic Status

Abstract

The achievement gap between children of different socioeconomic status (SES) is a grand challenge for developmental psychologists. Fortunately, not all low SES children develop adverse outcomes. Research has identified executive function (EF) as an import-ant characteristic of resilient functioning. EF can be improved through a diverse array of training programs. Yet, these programs do not improve the EF of all participants. An understanding of which individuals benefit from EF training is essential to wide scale dissemination of empirically validated interventions. The objective of this research was to determine the characteristics of children who are most likely to benefit from EF training. Participating families (N = 134) were recruited from group childcare centers, representing a broad range of SES. Children were randomly assigned to a control or intervention group. Parents provided information on children’s demographic and socioeconomic characteristics. All children participated in individual pre- and post- sessions during which their EF and IQ were assessed with direct behavioral measures. Experimenters completed a report on child EF after each session. Between assessment sessions, children in the intervention group received two 10-15 minute sessions of EF reflection training. Children in the control group participated in two 10-15 minute sessions in which they practiced EF tasks but were not given training or feedback. Children in the intervention group as a whole demonstrated marginally significantly better EF performance at post-test than children in the control group. Further, children from lower SES families showed more improvement following the intervention than children from families with higher SES. Children’s initial EF was not a significant moderator of response to intervention while controlling for SES.