Power PATH Universal Preschool Intervention's Effects on Executive Function

Background: Recent developmental neuroscience research indicates that improving children’s executive function (EF) and self-regulation skills early has the potential to produce lasting, positive developmental effects (Diamond & Lee, 2011). Strong evidence is emerging that innovative preschool curricula targeting children’s cognitive and emotional self regulation can increase school readiness and academic achievement (Bierman & Torres, in press; Diamond & Lee, 2011; Raver, 2012; Ursache et al., 2012) and can potentially alter the life-course of children at-risk for school failure. This pilot study was conducted during the 2011-2012 academic year (with core results presented at SPR 2012), and examined an innovative integration of preventive interventions that target EF and self-regulation skills in at-risk Head Start preschoolers (Power PATH). The current analyses investigate the effects of EF on school readiness and socio-behavioral functioning, in addition to EF’s potential mediating role on intervention outcomes.

Method: Two Head Start programs (4 classrooms; N = 57, M_age = 4.4, SD =.41) were randomly assigned to the Power PATH intervention or control. Power PATH teachers were trained to implement the PATHS curriculum, conducting twice weekly PATHS lessons during the year. Eight Power PATH Parent Intervention meetings were conducted with all parents receiving twice-monthly intervention information.

Results: Despite the small pilot, significant intervention effects were observed on a range of child and teacher outcome measures such as emotion regulation, behavioral control, aggression reduction, etc., as compared to control. However, focusing on EF intervention effects, children in Power PATH evidenced significant improvements in EF - inhibition (Animal Stroop; Wright et al., 2003; Beta = -.53, p < .01, R² =.27). With regards to the possibility for future EF mediation analyses, there was a significant intervention effect on the development of self-regulation (Child Behavior Scale, B=.08, p<.02), and EF (Animal Stroop inhibition errors, B=-701.03, p<.001). Although the pilot was not powered to test mediation, initial findings are encouraging, especially partnered with research supporting intervention effects on both behavior regulation and EF development (Bierman et al., 2008; Diamond, 2010; Domitrovich et al., 2007; Raver, 2009, 2012; Raver et al., 2011).

Implications: In order to reduce the gap between advantaged and disadvantaged youth in these domains, it is important for preventive interventions to focus on strengthening children’s EF and self-regulatory skills in preschool to facilitate children’s school readiness and later academic and behavioral outcomes.