Validation of the EF Touch test battery for the assessment of executive functions in German-speaking preschool children
Publication date
2025
Document type
Meeting Abstract
Author
Enke, Susanne
Eppinger Ruiz de Zarate, Anne
Gawrilow, Caterina
Gunzenhauser, Cathérine
Karbach, Julia
Saalbach, Henrik
Organisational unit
Conference
12. Tagung der Gesellschaft für empirische Bildungsforschung (GEBF 2025) ; Mannheim ; 27.–29. Januar 2025
Publisher
Universität Mannheim
Book title
GEBF 2025 Mannheim : Abstractband
Peer-reviewed
✅
Part of the university bibliography
✅
Language
English
Abstract
Theoretical background
The ability of self regulation develops significantly during preschool age (Zelazo et al., 2018). Skills such as the ability to wait and switch between different tasks are categorised as executive functions (Miyake, 2000; Roebers, 2017). Preschool children with well developed executive functions have more favourable individual prerequisites for school readiness (Bierman et al., 2008), academic learning success Becker et al., 2014 and better mental health (Fergusson et al., 2013; Moffitt et al. 2011). However, a comprehensive assessment of executive functions in children of preschool age is not yet possible due to the lack of a test battery for measuring executive functions in German speaking
countries (Ulitzka, 2022).
Research question
This study aimed to evaluate and standardize the computerized test battery, EF Touch (Willoughby & Blair, 2015), a test battery to measure executive function s, for German speaking preschool children.
Method
Data collection for the representative sample of 442 children (215 girls; 220 boys; mean age = 4.10 years, SD = 0.87 ) aged between 3;0 and 5;11 years was completed in April 2023. The children completed eight EF Touch tasks on a touchscreen over two testing sessions, alongside additional validation tasks. Parents assessed their children's executive functions and psychopa thological symptoms using questionnaires.
Results and their significance
The findings from the construction sample (n = 90) have already been published (Ulitzka et al., 2023). Almost all EF Touch tasks demonstrated acceptable to very good internal consistencies ( α = .6 20-.925, n = 336-442 ) and significant inter correlations ( r = .192-.90 4 , n = 270-430 ). Older children performed better across all tasks. No gender effects were found in the results of the tasks, only in the shifting task girls perform ed better than boys Additionally, convergent validity was supported by significant correlation with parental assessments of executive functions as measured by the Behavior Rating Inventory of Executive Function Preschool Version r = -.212 ****, n = 415-422 ; BRIEF P , Daseking & Petermann, 2013) and another behavioural measure of executive function the Head-Toes-Knees-Shoulders task (r = .448**, n = 97 ; HTKS ; McClelland et al., 2014; Ponitz et al., 2008) 2008). Furthermore, calculations of the convergent validity showed significant correlations with a range of symptoms of psychopathology assessed with the Strengths and Difficulties Questionnaire (r = -.300** to -.126 ****, n = 406 ; SDQ ; Goodman, 1997 as well as with performance (raw scores in the Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition (General IQ: r = .523** .523**, n = 295 ; Vocabulary Inquisition: r = .494**, n = 295; WPPSI IV; Wechsler, 2018 )). Children that did wait and did not wait in a gift task differed in their executive functions (n = 28, U = 138, p = .021) but children that wait and did not wait in a Marshmallow task did not (n = 28, U = 121, p = .294). All correlations were controlled for the age of the children. These results from the evaluation of the test battery's quality criteria indicate that the instrument is suitable for measuring executive functions in preschool aged children in German speaking regions. Assessing executive functions before school entry could facilitate the promotion and thus the improvement of these skills, as well as potentially allow for the postponement of school entry.
Literature
Becker, D. R., Miao, A., Duncan, R., & McClelland, M. (2014). Behavioral self regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly , 29 , 411-424. https://doi.org/10.1016/j.ecresq.2014.04.014
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology , 20 , 821-843. https://doi.org/10.1017/S0954579408000394
Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2013). Childhood Self Control and Adult Outcomes: Results From a 30 Year Longitudinal Study. Journal of the American Academy of Child & Adolescent Psychiatry , 52 (7), 709-717.e1. https://doi.org/10.1016/j.jaac.2013.04.008
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Child Psychology & Psychiatry & Allied Disciplines, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head toes knees shoulders task. Frontiers in Psychology , 5. https://doi.org/10.3389/fpsyg.2014.00599
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. 2000). The unity and diversity of executive functions and their contributions to com plex „Frontal Lobe tasks: A latent variable a nalysis. Cognitive Psychology , 41 (1). 49-100. https://doi.org/10.1006/cogp.1999.0734
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self control predicts health, wealth, and public safety. Proceedings of the National
Academy of Sciences of the United States of America , 108 (7), 2693-2698. https://doi.org/10.1073/pnas.1010076108
Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulationTouch your toes! Developing a direct measure of behavioral regulation in early childhood. in early childhood. Early Early Childhood Research QuarterlyChildhood Research Quarterly, , 23(2), 141(2), 141-158. https://doi.org/10.1016/j.ecresq.2007.01.004https://doi.org/10.1016/j.ecresq.2007.01.004
Roebers, C. M. (2017). Executive Function and Metacognition: Towards a Unifying Framework of , C. M. (2017). Executive Function and Metacognition: Towards a Unifying Framework of Cognitive SelfCognitive Self--Regulation. Regulation. Developmental review, 45, 31–51. https://doi.org/10.1016/j.dr.2017.04.001
Ulitzka, B., Daseking, M., & Kerner auch Koerner, J. (2022). Diagnostik der Selbstregulation im Kita-Alter. Frühe Bildung. https://doi.org/10.1026/0012-1924/a000314
Ulitzka, B., Schmidt, H., Daseking, M., Karbach, J., Gawrilow, C., & Kerner auch Koerner, J. (2023). EF Touch–Testbatterie zur Erfassung der exekutiven Funktionen bei 3-bis 5-Jährigen. DiagnosticaDiagnostica. . https://doi.org/10.1026/0012https://doi.org/10.1026/0012-1924/a0003141924/a000314
Wechsler, D. (2018). Wechsler Preschool and Primary Scale of Intelligence Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition Fourth Edition (WPPSI(WPPSI-IV). Dt. Bearbeitung F. Petermann & M. Daseking. Frankfurt a. M.: Pearson
Willoughby, M. & Blair, C. (2015). Longitudinal measurement of executive function in preschoolers. In function in preschoolers. In J. A. Griffin, P. McCardle &J. A. Griffin, P. McCardle & L. S. Freund (Eds.), L. S. Freund (Eds.), Executive function in preschool age children:Executive function in preschool age children: IIntegrating measurement, neurodevelopmentntegrating measurement, neurodevelopment and translationaland translational research research (pp. 91 (pp. 91-113). Washington, DC: American Psychological Association. https://doi.org/10.1037/14797-005
Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018). Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood. Training: Effects on Executive Function in Early Childhood. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00208
The ability of self regulation develops significantly during preschool age (Zelazo et al., 2018). Skills such as the ability to wait and switch between different tasks are categorised as executive functions (Miyake, 2000; Roebers, 2017). Preschool children with well developed executive functions have more favourable individual prerequisites for school readiness (Bierman et al., 2008), academic learning success Becker et al., 2014 and better mental health (Fergusson et al., 2013; Moffitt et al. 2011). However, a comprehensive assessment of executive functions in children of preschool age is not yet possible due to the lack of a test battery for measuring executive functions in German speaking
countries (Ulitzka, 2022).
Research question
This study aimed to evaluate and standardize the computerized test battery, EF Touch (Willoughby & Blair, 2015), a test battery to measure executive function s, for German speaking preschool children.
Method
Data collection for the representative sample of 442 children (215 girls; 220 boys; mean age = 4.10 years, SD = 0.87 ) aged between 3;0 and 5;11 years was completed in April 2023. The children completed eight EF Touch tasks on a touchscreen over two testing sessions, alongside additional validation tasks. Parents assessed their children's executive functions and psychopa thological symptoms using questionnaires.
Results and their significance
The findings from the construction sample (n = 90) have already been published (Ulitzka et al., 2023). Almost all EF Touch tasks demonstrated acceptable to very good internal consistencies ( α = .6 20-.925, n = 336-442 ) and significant inter correlations ( r = .192-.90 4 , n = 270-430 ). Older children performed better across all tasks. No gender effects were found in the results of the tasks, only in the shifting task girls perform ed better than boys Additionally, convergent validity was supported by significant correlation with parental assessments of executive functions as measured by the Behavior Rating Inventory of Executive Function Preschool Version r = -.212 ****, n = 415-422 ; BRIEF P , Daseking & Petermann, 2013) and another behavioural measure of executive function the Head-Toes-Knees-Shoulders task (r = .448**, n = 97 ; HTKS ; McClelland et al., 2014; Ponitz et al., 2008) 2008). Furthermore, calculations of the convergent validity showed significant correlations with a range of symptoms of psychopathology assessed with the Strengths and Difficulties Questionnaire (r = -.300** to -.126 ****, n = 406 ; SDQ ; Goodman, 1997 as well as with performance (raw scores in the Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition (General IQ: r = .523** .523**, n = 295 ; Vocabulary Inquisition: r = .494**, n = 295; WPPSI IV; Wechsler, 2018 )). Children that did wait and did not wait in a gift task differed in their executive functions (n = 28, U = 138, p = .021) but children that wait and did not wait in a Marshmallow task did not (n = 28, U = 121, p = .294). All correlations were controlled for the age of the children. These results from the evaluation of the test battery's quality criteria indicate that the instrument is suitable for measuring executive functions in preschool aged children in German speaking regions. Assessing executive functions before school entry could facilitate the promotion and thus the improvement of these skills, as well as potentially allow for the postponement of school entry.
Literature
Becker, D. R., Miao, A., Duncan, R., & McClelland, M. (2014). Behavioral self regulation and executive function both predict visuomotor skills and early academic achievement. Early Childhood Research Quarterly , 29 , 411-424. https://doi.org/10.1016/j.ecresq.2014.04.014
Bierman, K. L., Nix, R. L., Greenberg, M. T., Blair, C., & Domitrovich, C. E. (2008). Executive functions and school readiness intervention: Impact, moderation, and mediation in the Head Start REDI program. Development and Psychopathology , 20 , 821-843. https://doi.org/10.1017/S0954579408000394
Fergusson, D. M., Boden, J. M., & Horwood, L. J. (2013). Childhood Self Control and Adult Outcomes: Results From a 30 Year Longitudinal Study. Journal of the American Academy of Child & Adolescent Psychiatry , 52 (7), 709-717.e1. https://doi.org/10.1016/j.jaac.2013.04.008
Goodman, R. (1997). The Strengths and Difficulties Questionnaire: A research note. Child Psychology & Psychiatry & Allied Disciplines, 38(5), 581–586. https://doi.org/10.1111/j.1469-7610.1997.tb01545.x
McClelland, M. M., Cameron, C. E., Duncan, R., Bowles, R. P., Acock, A. C., Miao, A., & Pratt, M. E. (2014). Predictors of early growth in academic achievement: The head toes knees shoulders task. Frontiers in Psychology , 5. https://doi.org/10.3389/fpsyg.2014.00599
Miyake, A., Friedman, N. P., Emerson, M. J., Witzki, A. H., Howerter, A., & Wager, T. D. 2000). The unity and diversity of executive functions and their contributions to com plex „Frontal Lobe tasks: A latent variable a nalysis. Cognitive Psychology , 41 (1). 49-100. https://doi.org/10.1006/cogp.1999.0734
Moffitt, T. E., Arseneault, L., Belsky, D., Dickson, N., Hancox, R. J., Harrington, H. L., Houts, R., Poulton, R., Roberts, B. W., Ross, S., Sears, M. R., Thomson, W. M., & Caspi, A. (2011). A gradient of childhood self control predicts health, wealth, and public safety. Proceedings of the National
Academy of Sciences of the United States of America , 108 (7), 2693-2698. https://doi.org/10.1073/pnas.1010076108
Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, Ponitz, C. E. C., McClelland, M. M., Jewkes, A. M., Connor, C. M., Farris, C. L., & Morrison, F. J. (2008). F. J. (2008). Touch your toes! Developing a direct measure of behavioral regulationTouch your toes! Developing a direct measure of behavioral regulation in early childhood. in early childhood. Early Early Childhood Research QuarterlyChildhood Research Quarterly, , 23(2), 141(2), 141-158. https://doi.org/10.1016/j.ecresq.2007.01.004https://doi.org/10.1016/j.ecresq.2007.01.004
Roebers, C. M. (2017). Executive Function and Metacognition: Towards a Unifying Framework of , C. M. (2017). Executive Function and Metacognition: Towards a Unifying Framework of Cognitive SelfCognitive Self--Regulation. Regulation. Developmental review, 45, 31–51. https://doi.org/10.1016/j.dr.2017.04.001
Ulitzka, B., Daseking, M., & Kerner auch Koerner, J. (2022). Diagnostik der Selbstregulation im Kita-Alter. Frühe Bildung. https://doi.org/10.1026/0012-1924/a000314
Ulitzka, B., Schmidt, H., Daseking, M., Karbach, J., Gawrilow, C., & Kerner auch Koerner, J. (2023). EF Touch–Testbatterie zur Erfassung der exekutiven Funktionen bei 3-bis 5-Jährigen. DiagnosticaDiagnostica. . https://doi.org/10.1026/0012https://doi.org/10.1026/0012-1924/a0003141924/a000314
Wechsler, D. (2018). Wechsler Preschool and Primary Scale of Intelligence Wechsler Preschool and Primary Scale of Intelligence - Fourth Edition Fourth Edition (WPPSI(WPPSI-IV). Dt. Bearbeitung F. Petermann & M. Daseking. Frankfurt a. M.: Pearson
Willoughby, M. & Blair, C. (2015). Longitudinal measurement of executive function in preschoolers. In function in preschoolers. In J. A. Griffin, P. McCardle &J. A. Griffin, P. McCardle & L. S. Freund (Eds.), L. S. Freund (Eds.), Executive function in preschool age children:Executive function in preschool age children: IIntegrating measurement, neurodevelopmentntegrating measurement, neurodevelopment and translationaland translational research research (pp. 91 (pp. 91-113). Washington, DC: American Psychological Association. https://doi.org/10.1037/14797-005
Zelazo, P. D., Forston, J. L., Masten, A. S., & Carlson, S. M. (2018). Mindfulness Plus Reflection Training: Effects on Executive Function in Early Childhood. Training: Effects on Executive Function in Early Childhood. Frontiers in Psychology, 9. https://doi.org/10.3389/fpsyg.2018.00208
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