Claims

The KITS school readiness intervention produces a significant direct positive effect on children's self-regulation at the end of kindergarten (d = .29) in children with developmental disabilities and behavioral difficulties

Claim · All claims
Evidence · 1 study · causal r3 · q3 · i1 small
Currency · newest study 2015 · 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 i1 Children randomized to KITS showed higher teacher- and observer-rated self-regulation at the end of kindergarten than services-as-usual children, d = .29. → Pears 2015

Evidence

Pears 2015

Pears, K. C., Kim, H. K., Healey, C. V., Yoerger, K., & Fisher, P. A. (2015). Improving child self-regulation and parenting in families of pre-kindergarten children with developmental disabilities and behavioral difficulties. Prevention Science, 16, 222-232. https://doi.org/10.1007/s11121-014-0482-2

q3 · i1 · causal · r3

SEM analysis of the randomized trial (107 KITS vs 102 services-as-usual families) testing direct and indirect effects on end-of-kindergarten outcomes. The article reports "a significant, direct, positive treatment effect on the child’s self-regulation at T4", yielding d = .29.

"There was a significant, direct, positive treatment effect on the child’s self-regulation at T4. The effect size for this path was computed using the formula for differences between the means of two groups at a single time point (Cohen, 1988)"

Discussion

Learner Variables

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