Visuospatial skill improvement does not mediate intervention effects on classroom behavior¶

Claim · All claims
Evidence · 1 study · causal r2 · q3
Currency · newest study 2018 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q3 i? Bootstrap CIs for indirect effects through VS included zero for both learning-related and problem behaviors, providing no support for mediation through VS. → 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

The same bootstrap mediation analysis (N = 87) tested indirect effects through VS. Both CIs included zero, so the null of no indirect effect through VS was not rejected; no effect size is printed.

"However, CIs for the indirect ef fect of VS for learning-related (b ¼ 0.01, CI [–0.04, 0.08]) and problem behavior ( b ¼ 0.01, CI [–0.05, 0.07]) both included zero"

Discussion¶

Related Claims¶

• Improvements in executive function mediate the intervention's effects on learning-related behaviors and problem behaviors — related
• The after-school EF/VS intervention showed no direct intent-to-treat effect on teacher-rated classroom behavior composites, with a trend for problem behaviors — related
• Numerical cognition assessed at end of first grade statistically mediates associations between early processing speed, working memory, calculation skill, word-problem solving, and attentive behavior and later calculations, word-problem solving, and reading — related