Assess executive functions in group-based naturalistic school settings rather than individualized lab-like sessions¶

Strategy · All strategies
Evidence · 3 claims (3 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 3 claims rest on one study

Description¶

The article argues that directly assessing executive functions in group-based school settings improves ecological validity over individualized assessments in labs or quiet school rooms, and over adult reports that lack conceptual precision and objectivity. In this study, "all measures were assessed in more naturalistic, group environments in school", allowing evaluation of skills "in contexts with significant real-world interference and distraction, much like students' typical learning environments." The authors recommend future work integrating direct assessments, adult reports, and observational tools.

Design Implications¶

Context¶

Requirements¶

• Group sessions facilitated by trained researchers (4-12 depending on group size) with a school staff member or researcher present; digital tasks adapted for group administration

Constraints¶

• Supervision from less familiar researchers somewhat limits the ecological validity of the environment, per the authors; some sessions occurred in mixed groups in cafeterias or gymnasiums rather than traditional classrooms

Target Learners¶

• students in grades 4-8 in public, private, and parochial schools

Target Learning Goals¶

• valid measurement of sustained attention and executive functions as they relate to real-world academic performance

Claims¶

• Sustained attention positively predicts math fluency assessed in group-based school settings [+W]
• Sustained attention positively predicts reading comprehension assessed in group-based school settings [+W]
• Sustained attention positively predicts broad statewide standardized test scores in math and ELA [+W]

Related Strategies¶

• Combine cognitive tasks and ecological teacher questionnaires when measuring children's inhibition for academic research
• Combine standardized tests and naturalistic classroom observations (mixed methods) when assessing oral communicative competence

Examples¶

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Key Sources¶

• Gallen, C. L., Schaerlaeken, S., Younger, J. W., Project iLEAD Consortium, Anguera, J. A., & Gazzaley, A. (2023). Contribution of sustained attention abilities to real-world academic skills in children. Scientific Reports 13, 2673. https://doi.org/10.1038/s41598-023-29427-w