The KITS intervention shows no statistically significant effect on children's self-regulation immediately before kindergarten entry¶

Claim · All claims
Evidence · 1 study · causal r3 · q3
Currency · newest study 2015 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? The intervention effect on poor self-regulation at T2 (immediately pre-kindergarten) was not statistically significant. → 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 · i? · causal · r3

SEM analysis of the randomized trial at Time 2, with poor self-regulation modeled as a latent variable from parent-report indicators (CBCL Attention Problems/Aggression, ERC Lability, BRIEF-P Poor Emotion Control). No effect size was printed for this null finding; equivalence was not tested.

"The intervention effect on T2 poor self-regulation was not statistically significant."

Discussion¶

Learner Variables¶

• Self-Regulation — outcome: instruction changes it

Related 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 — related
• Children's flanker-task accuracy improved over the summer and showed the expected congruency effect, regardless of intervention group — related
• The KITS intervention significantly reduces ineffective parenting (inconsistency and laxness in discipline) across the summer before school entry (d = .21) — related