Can we predict non‐response in developmental tasks? Assessing the longitudinal relation between toddlers' non‐response and early academic skills

To date, virtually no studies have examined toddlers' non-response in developmental tasks. This study investigates data from 3667 toddlers to address (1) whether two aspects of (completion and engagement) are separable, (2) how stable these ages three, (3) relates background characteristics, (4) at three predicts early academic skills age six. Structural equation modelling shows that completion engagement separable constructs, relatively across age, related several characteristics. Especially later performance. Results show behavioural tasks is not random, increasing the likelihood sampling bias lack generalizability studies.