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Effects of a school readiness intervention on electrophysiological indices of external response monitoring in children in foster care

Published online by Cambridge University Press:  03 June 2020

Jacqueline Bruce Open the ORCID record for Jacqueline Bruce [Opens in a new window] ,
Katherine C. Pears ,
Jennifer Martin McDermott ,
Nathan A. Fox  and
Philip A. Fisher
Jacqueline Bruce*
Affiliation:
Oregon Social Learning Center, Eugene, OR, USA
Katherine C. Pears
Affiliation:
Oregon Social Learning Center, Eugene, OR, USA
Jennifer Martin McDermott
Affiliation:
Department of Psychological and Brain Sciences, University of Massachusetts, Amherst, MA, USA
Nathan A. Fox
Affiliation:
Department of Human Development and Quantitative Methodology, University of Maryland, College Park, MD, USA
Philip A. Fisher
Affiliation:
Department of Psychology, University of Oregon, Eugene, OR, USA
*
Author for correspondence: Jacqueline Bruce, Oregon Social Learning Center, 10 Shelton McMurphey Boulevard, Eugene, OR 97401; E-mail: jackieb@oslc.org.
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Abstract

This study examined the impact of a school readiness intervention on external response monitoring in children in foster care. Behavioral and event-related potential (ERP) data were collected during a flanker task from children who received the Kids In Transition to School (KITS) Program (n = 26) and children who received services as usual (n = 19) before and after the intervention. While there were no significant group differences on the behavioral data, the ERP data for the two groups of children significantly differed. Specifically, in contrast to the children who received services as usual, the children who received the KITS Program displayed greater amplitude differences between positive and negative performance feedback over time for the N1, which reflects early attention processes, and feedback-related negativity, which reflects evaluation processes. In addition, although the two groups did not differ on amplitude differences between positive and negative performance feedback for these ERP components before the intervention, the children who received the KITS Program displayed greater amplitude differences than the children who received services as usual after the intervention. These results suggest that the KITS Program had an effect on responsivity to external performance feedback, which may be beneficial during the transition into kindergarten.

Keywords

event-related potentialfoster carepreventive interventionresponse monitoringschool readiness
Type
Regular Articles
Information
Development and Psychopathology , Volume 33 , Issue 3 , August 2021 , pp. 832 - 842
Copyright
Copyright © Cambridge University Press 2020

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