Karimi Atefeh, Poznanski Bridget, Hart Katie C, Nelson Eliza L
Department of Psychology, Florida International University, Miami, FL 33199, USA.
Department of Pediatrics, Chobanian & Avedisian School of Medicine, Boston University, Boston, MA 02118, USA.
Behav Sci (Basel). 2025 May 21;15(5):708. doi: 10.3390/bs15050708.
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.
本研究的目的是检验精细运动技能（FMS）和执行功能（EF）是否是入学准备（SR）的独特预测指标。样本为108名有外化行为问题（EBP）的学龄前儿童（干预前平均年龄±标准差=60.37±3.94个月，68%为男性），他们参加了一个为期7周的综合性入学准备暑期项目开放试验。FMS用《学习成就剖析诊断第三版》（LAP-D）进行测量；EF用《头-趾-膝-肩》（HTKS）进行测量，SR用《布雷肯入学准备评估第三版》（BSRA-3）进行测量。所有评估均在干预前后进行。所有模型均对参与者的年龄和社会经济地位（SES）进行了控制。在干预前检查数据时，FMS而非EF能独特地预测SR，解释了46%的方差。在干预后，FMS和EF均能预测SR，解释了33%的方差。这些发现强调了在有EBP的学龄前儿童准备过渡到幼儿园时筛查FMS和EF的重要性，因为这些领域都有助于表征SR。
