SEL programs with explicit skill teaching and regular practice can promote preschool EF, possibly including inhibitory control¶

Claim · All claims
Evidence · 1 study · quant-synthesis r2 · q3
Currency · newest study 2023 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? SEL interventions produced at least one significant outcome in 75.0% of studies, and the four high-efficacy interventions targeted EFs exclusively and included metacognitive components. → Rosalyn A. Muir · Steven J. Howard · Lisa Kervin 2023

Evidence¶

Rosalyn A. Muir · Steven J. Howard · Lisa Kervin 2023¶

Rosalyn A. Muir · Steven J. Howard · Lisa Kervin. (2023). Interventions and Approaches Targeting Early Self-Regulation or Executive Functioning in Preschools: A Systematic Review. Educational Psychology Review. https://doi.org/10.1007/s10648-023-09740-6

q3 · i? · quant-synthesis · r2

Synthesis of eight teacher-led SEL studies (average sample 296.13, the largest of all approaches). The review reports "Six of the studies (75.0%)" had at least one significant outcome and 11 of 23 effects (47.8%) were significant; four interventions were classified as high efficacy, all conducted in 2020.

"Six of the studies (75.0%) reported at least one significant outcome, with 23 effects evaluated across all studies (n = 11, or 47.8%, significant)."

Discussion¶

Learner Variables¶

• Executive Function — outcome: instruction changes it

Related Claims¶

• Most preschool SR/EF interventions report at least one significant outcome, but only about half of evaluated effects are significant — a broader claim this one bears on
• Curriculum add-ons PATHS and CSRP improve children's EFs and related outcomes in regular classrooms, with CSRP's academic gains mediated largely via EF improvement — related
• SEL programs improve social emotional skills — a broader claim this one bears on
• Social-emotional learning benefits persist at follow-up — a broader claim this one bears on