Investigating the early development of control of attention and Executive Function in typically and atypically developing children
Lead Research Organisation:
University of Oxford
Department Name: Experimental Psychology
Abstract
Often in life we have to stop ourselves from doing something ('inhibitory control'), to keep some information in mind whilst also adding to or changing it ('working memory') and to switch our actions during a changing situation ('cognitive flexibility'). This group of skills is known as Executive Function (EF). When we use EF skills we can set and work towards goals. Not surprising then that strong EF skills are linked to better performance at school and higher levels of health, wealth and happiness in later life.
The long-term aim of my research is to find out why some children go on to develop strong EF skills and not others. This information will be useful for identifying which children are most at risk for poor EF, and for designing targeted support programmes to nudge their development towards a more positive outcome. The 2011 Allen Review on Early Intervention for Children highlighted the first 3 years of life as critical for early development, and argued for the importance of early support whilst the brain is most responsive to change. However, current established measures of EF are only suitable for children older than 2.5 years, making it difficult to identify those children most in need of early help: my research aims to address this issue by developing new ways of measuring differences in EF and attention skills in infants and toddlers.
Autism Spectrum Disorder (ASD) has been linked to increased difficulties with EF. During my PhD I studied the early development of EF in children with an increased risk of developing ASD, because they have an older sibling already with a diagnosis. To do this, I had to develop new ways of measuring EF in toddlers, who are limited in terms of their ability to understand complex instructions. My measures include 'eye-tracking' tasks which enable us to record exactly where, and for how long, toddlers look at different images on a screen, problem-solving games and touchscreen tasks. My initial results suggest that differences in EF skills can be seen in children by age 2 years, and that poorer EF skills are linked to more severe symptoms of ASD: this is important for the kinds of early support that such toddlers might benefit from. I also found during my PhD that differences in the development of babies' ability to control their attention has an influence on later EF skills, raising the possibility that we can spot some warning signs even earlier than age 2. In my fellowship I plan to explore this exciting possibility by fine-tuning my measures for babies and using a range of approaches to get a deeper understanding of how babies' brains and behaviour develop during these critical first years of life. To do this, I will combine the kinds of simple games and toys that babies enjoy with high-tech (but perfectly safe) methods with which I can measure their brain and heart activity. I will also check that what we capture in a laboratory setting corresponds to children's day-to-day behaviour by comparing performance on the lab measures with responses on a new parent questionnaire that I am developing to find out about related behaviours in the home.
With this combination of measures I hope to be able to find out more about the range of EF-related skills that babies are capable of, and to start to uncover how these behaviours are linked to changes in their developing brain. I will share both my results and the measures that I am developing with other researchers, healthcare workers, and early intervention providers, in order to accelerate the development of screening and intervention programmes for children who need early support in order to achieve their full potential.
The long-term aim of my research is to find out why some children go on to develop strong EF skills and not others. This information will be useful for identifying which children are most at risk for poor EF, and for designing targeted support programmes to nudge their development towards a more positive outcome. The 2011 Allen Review on Early Intervention for Children highlighted the first 3 years of life as critical for early development, and argued for the importance of early support whilst the brain is most responsive to change. However, current established measures of EF are only suitable for children older than 2.5 years, making it difficult to identify those children most in need of early help: my research aims to address this issue by developing new ways of measuring differences in EF and attention skills in infants and toddlers.
Autism Spectrum Disorder (ASD) has been linked to increased difficulties with EF. During my PhD I studied the early development of EF in children with an increased risk of developing ASD, because they have an older sibling already with a diagnosis. To do this, I had to develop new ways of measuring EF in toddlers, who are limited in terms of their ability to understand complex instructions. My measures include 'eye-tracking' tasks which enable us to record exactly where, and for how long, toddlers look at different images on a screen, problem-solving games and touchscreen tasks. My initial results suggest that differences in EF skills can be seen in children by age 2 years, and that poorer EF skills are linked to more severe symptoms of ASD: this is important for the kinds of early support that such toddlers might benefit from. I also found during my PhD that differences in the development of babies' ability to control their attention has an influence on later EF skills, raising the possibility that we can spot some warning signs even earlier than age 2. In my fellowship I plan to explore this exciting possibility by fine-tuning my measures for babies and using a range of approaches to get a deeper understanding of how babies' brains and behaviour develop during these critical first years of life. To do this, I will combine the kinds of simple games and toys that babies enjoy with high-tech (but perfectly safe) methods with which I can measure their brain and heart activity. I will also check that what we capture in a laboratory setting corresponds to children's day-to-day behaviour by comparing performance on the lab measures with responses on a new parent questionnaire that I am developing to find out about related behaviours in the home.
With this combination of measures I hope to be able to find out more about the range of EF-related skills that babies are capable of, and to start to uncover how these behaviours are linked to changes in their developing brain. I will share both my results and the measures that I am developing with other researchers, healthcare workers, and early intervention providers, in order to accelerate the development of screening and intervention programmes for children who need early support in order to achieve their full potential.
People |
ORCID iD |
Alexandra Hendry (Principal Investigator / Fellow) |
Publications
Bazelmans T
(2023)
Rates of family history of autism and ADHD varies with recruitment approach and socio-economic status.
in The British journal of developmental psychology
Bedford R
(2019)
Infant regulatory function acts as a protective factor for later traits of autism spectrum disorder and attention deficit/hyperactivity disorder but not callous unemotional traits.
in Journal of neurodevelopmental disorders
Charman T
(2023)
Three year outcomes in infants with a family history of autism and/or attention deficit hyperactivity disorder
in JCPP Advances
Goodwin A
(2021)
Behavioural Measures of Infant Activity but Not Attention Associate with Later Preschool ADHD Traits.
in Brain sciences
Hendry A
(2023)
Moulding environmental contexts to optimise neurodiverse executive function performance and development: A goodness-of-fit account
in Infant and Child Development
Hendry A
(2022)
Development of directed global inhibition, competitive inhibition and behavioural inhibition during the transition between infancy and toddlerhood.
in Developmental science
Hendry A
(2022)
Inhibitory control and problem solving in early childhood: Exploring the burdens and benefits of high self-control.
in Infant and child development
Description | As part of this award I have developed and validated a new parent report questionnaire of Executive Functions - the Early Executive Functions Questionnaire (EEFQ). In two large independent samples I have shown that: - Executive Functions can be measured through parent report as young as 9 months - The EEFQ meets the standards of a robust, reliable measure and captures different aspects of development to existing parent report measures - The EEFQ is sensitive to developmental changes - Executive Functions in infancy are dissociable into separate cognitive (i.e. thinking skills) and regulatory components |
Exploitation Route | The new parent report measure that I developed (the Early Executive Functions Questionnaire) is already being used in 4 large longitudinal studies in the UK and Europe. It is being used to help us understand both how Executive Functions progress in typical development, and also to identify early signs of difficulty - for example in infants born preterm, or with a family history of autism. |
Sectors | Education,Healthcare |
Description | Based on the research conducted during this award I have formed a long-term collaborative relationship with the parent-support charity Peeple. Peeple support parents and early learning practitioners to make the most of the learning opportunities that surround us in everyday life and play. Peeple train over 1000 practitioners every year, in the UK and beyond. I am working with Peeple to develop new materials to promote the development of Executive Functions, as part of their Learning Together Programme. This collaboration has already led to 2 funded projects which aim to achieve meaningful impact in the Early Years sector. The first project is START (Supporting Toddlers with a family connection to autism or ADHD to develop strong Attention, Regulation and Thinking Skills), which has been funded by an NIHR award (NIHR300880). The second project is Supporting the foundations of STEM (Science, Technology, Engineering and Maths) which has been funded by the Charity of Sir Richard Whittington. In this way, my research will have a positive impact on children's long-term quality of life, mental health, and economic and social outcomes (all of which are influenced by Executive Functions). One of the measures that I developed during this award - the Early Executive Functions Questionnaire - has also been central to a new project researching the effects of social distancing policies on children's language development, sleep and executive functions (funded by ESRC). As described in my submission, this has led to media coverage, policy briefings and a successful spin-off public engagement project which I lead. |
First Year Of Impact | 2020 |
Sector | Education |
Impact Types | Societal,Policy & public services |
Description | British Academy of Childhood Disability-Castang Training Fellowship |
Amount | £1,000 (GBP) |
Organisation | Castang Foundation |
Sector | Charity/Non Profit |
Country | United Kingdom |
Start | 03/2019 |
End | 03/2020 |
Description | Refining, testing and targeting an intervention to support the early development of Executive Functions amongst infants at elevated likelihood of autism and/or ADHD |
Amount | £768,950 (GBP) |
Funding ID | NIHR300880 |
Organisation | National Institute for Health Research |
Sector | Public |
Country | United Kingdom |
Start | 03/2021 |
End | 09/2026 |
Description | Remote assessment of executive function in pre-schoolers with intellectual impairment: a pilot study of tuberous sclerosis complex |
Amount | £89,399 (GBP) |
Organisation | Baily Thomas Charitable Fund |
Sector | Charity/Non Profit |
Country | United Kingdom |
Start | 05/2020 |
End | 04/2022 |
Description | Scott Family Junior Research Fellowship in Autism |
Amount | £93,315 (GBP) |
Organisation | University of Oxford |
Sector | Academic/University |
Country | United Kingdom |
Start | 10/2019 |
End | 10/2022 |
Description | The effects of social distancing policies on children's language development, sleep and executive functions. |
Amount | £209,257 (GBP) |
Funding ID | ES/V004085/1 |
Organisation | Economic and Social Research Council |
Sector | Public |
Country | United Kingdom |
Start | 05/2020 |
End | 11/2021 |
Description | University of Oxford Public Engagement with Research Seed Fund |
Amount | £4,000 (GBP) |
Organisation | University of Oxford |
Sector | Academic/University |
Country | United Kingdom |
Start | 01/2019 |
End | 06/2019 |
Description | University of Oxford and Oxford Brookes babylabs community partnerships |
Amount | £10,880 (GBP) |
Funding ID | 2105-KICK-673 |
Organisation | Economic and Social Research Council |
Sector | Public |
Country | United Kingdom |
Start | 08/2021 |
End | 02/2022 |
Title | Early Executive Functions Questionnaire |
Description | Through consultation with parents and developmental psychologists I developed a new parent report questionnaire which will enable us to extend down the age at which we can monitor day-to-day Executive Function related behaviours. |
Type Of Material | Model of mechanisms or symptoms - human |
Year Produced | 2018 |
Provided To Others? | Yes |
Impact | The measure has been integrated into three large longitudinal studies in England, Scotland and Sweden, and a further national cohort study in England. The measure has been translated into 7 languages. |
URL | https://osf.io/fa5eq/ |
Description | Oxford Early Executive Functions study |
Organisation | University of Oxford |
Department | Department of Experimental Psychology |
Country | United Kingdom |
Sector | Academic/University |
PI Contribution | During the ESRC award I collaborated on the MRC funded Oxford Early Executive Functions project. I developed new measures of Executive Function and attentional control, and collected and processed data. |
Collaborator Contribution | Under the mentorship of Dr Karla Holmboe I developed my skills in infant research |
Impact | Hendry, A., and Holmboe, K. (2020) The Early Executive Functions Questionnaire: Validation of a new parent-report measure for 9- to 30-month-olds. Invited contribution to British Psychological Society Cognitive Section Bulletin: Issue 5 Spring 2020 |
Start Year | 2018 |
Description | Peep EF intervention module |
Organisation | Peeple |
Department | Peep Learning Ltd |
Country | United Kingdom |
Sector | Charity/Non Profit |
PI Contribution | Initial development of a series of parent workshops (session plans, discussion materials, take-home resources) to support the development of Executive Function |
Collaborator Contribution | Provision of training, feedback on the parent workshops, recruitment of participants for piloting |
Impact | A direct output of this collaboration was a short series of pilot Executive Function workshops for parents and babies. These workshops were developed into materials for an Executive Function unit of the Peep Learning Together Programme. With my collaborators, Peeple, I have applied for funding to further develop and pilot these materials to support the development of STEM skills in early years settings. |
Start Year | 2019 |
Description | BabyLab On Tour |
Form Of Engagement Activity | Participation in an activity, workshop or similar |
Part Of Official Scheme? | No |
Geographic Reach | Regional |
Primary Audience | Public/other audiences |
Results and Impact | 12 families (parent or grandparent and infant) attended a 6-week series of workshops explaining, with practical examples, how we can support the development of Executive Functions. The workshops were well-received and form the basis for an ongoing collaboration with the Peeple parent-support charity. |
Year(s) Of Engagement Activity | 2019 |
Description | Research contributor to IF Oxford |
Form Of Engagement Activity | Participation in an open day or visit at my research institution |
Part Of Official Scheme? | No |
Geographic Reach | Local |
Primary Audience | Public/other audiences |
Results and Impact | IF Oxford is a city-wide public engagement event. In partnership with other members of the University of Oxford Department of Experimental Psychology I helped to run a stand showcasing classic experimental psychology measures, as well as a novel touchscreen task that I have developed. |
Year(s) Of Engagement Activity | 2018 |
URL | https://if-oxford.com |