An after-school EF/VS intervention improves directly assessed visuospatial skills in kindergarten and first-grade children (intent-to-treat)¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · checked against its sources 2026-11-02 (automated, 1 of 1 entry) · not reviewed by a person

Subclaims¶

Reading the evidence codes

q is the design tier, i the impact, n the sample, and the kind with its r the rigour judged within that kind: what each code means.

This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.

q3 i? Assignment to the intervention condition improved directly assessed VS skills relative to control, controlling for school, age, sex, grade, and pre-test scores. → Brock et al. 2018

Evidence¶

Brock et al. 2018¶

Laura L. Brock, William M. Murrah, Elizabeth A. Cottone, Andrew J. Mashburn, and David W. Grissmer. (2018). An after-school intervention targeting executive function and visuospatial skills also improves classroom behavior. International Journal of Behavioral Development, 42(5), 474–484. https://doi.org/10.1177/0165025417738057

q3 · i? · causal · r2

Intent-to-treat regression analyses of the randomized trial (N = 87) found the intervention improved VS skills, with the article reporting "b ¼ .26, p < .001". No standardized effect size is printed for this coefficient.

"As hypothesized, the intervention improves directly assessed EF ( b ¼ .28, p < .001) and VS ( b ¼ .26, p < .001) skills."

Discussion¶

Learner Variables¶

Spatial Ability — outcome: instruction changes it

An after-school EF/VS intervention improves directly assessed executive function in kindergarten and first-grade children (intent-to-treat) — related

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`generated`	by `process:wiki-ingest` on `2026-11-02`
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