Patterns of heterogeneity in kindergarten children's executive function: Profile associations with third grade achievement

Abstract

In the current study, we utilized latent profile analysis to investigate patterns of heterogeneity within children's executive function (EF) skills – as measured through direct assessments and as rated by teachers – that emerged within a large, national sample of kindergarten children (N = 10,770; Mage = 66.48 months, SD = 4.15). We then investigated whether these profiles predicted children's reading and mathematics achievement in third grade. Five unique profiles emerged from the data – representing groups with high, average, and low EF performance – as well as two groups with discordant performance across the direct assessments and teacher ratings. When predicting third grade achievement from latent class membership, performance on reading and math for both discordant groups was below that of the average-EF group. Findings demonstrate the importance of improving methods for identifying children who may be in need of extra support and may be overlooked when using solely linear-based analytic techniques.