Fine Motor Skills, Executive Function, and School Readiness in Preschoolers with Externalizing Behavior Problems
The objective of this study was to examine whether fine motor skills (FMS) and executive function (EF) are unique predictors of school readiness (SR). The sample was 108 preschoolers with externalizing behavior problems (EBP; Mean ± SD = 60.37 ± 3.94 months pre-intervention, 68% male) enrolled in a...
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| Main Authors: | , , , |
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| Format: | Article |
| Language: | English |
| Published: |
MDPI AG
2025-05-01
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| Series: | Behavioral Sciences |
| Subjects: | |
| Online Access: | https://www.mdpi.com/2076-328X/15/5/708 |
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| Summary: | The objective of this study was to examine whether fine motor skills (FMS) and executive function (EF) are unique predictors of school readiness (SR). The sample was 108 preschoolers with externalizing behavior problems (EBP; Mean ± SD = 60.37 ± 3.94 months pre-intervention, 68% male) enrolled in a comprehensive 7-week school readiness summer program open trial. FMS were measured with the Learning Accomplishment Profile Diagnostic Third Edition (LAP-D); EF was measured with the Head–Toes–Knees–Shoulders (HTKS), and SR was measured with the Bracken School Readiness Assessment Third Edition (BSRA-3). All assessments were given pre- and post-intervention. All models controlled for participant age and socio-economic status (SES). Examining data pre-intervention, FMS but not EF uniquely predicted SR, explaining 46% of the variance. At post-intervention, both FMS and EF predicted SR, explaining 33% of the variance. These findings underscore the importance of screening both FMS and EF in preschoolers with EBP as they prepare to transition to kindergarten, as these domains both contribute to characterizing SR. |
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| ISSN: | 2076-328X |