2-094 - Self-regulation Interventions to Promote School Success across Prek-5th Grade

Session Type: Paper Symposium

Integrative Statement

Kindergarten teachers report that more than half of the children entering their class do not possess basic regulatory skills necessary to do well in school (Rimm-Kaufman et al., 2000). This is particularly concerning given evidence that self-regulation is central to children’s early and later educational success (Blair, 2002; Raver, 2012). In fact, children who are less well-regulated (e.g., impulsive, inattentive) are at significant risk for academic underachievement, grade retention, and school dropout (e.g., Blair & Razza, 2007; Snyder, 2001). Given an increased understanding of self-regulation’s critical role during early schooling, this symposium presents rigorous evaluations of three innovative, school-based interventions that all aim to improve self-regulation and, therefore, school success, but use very different delivery models across the prek-5th grade period.

Paper 1 focuses on classroom-based music and movement games that are specifically designed to facilitate behavioral self-regulation, in the context of a school-based summer program that serves as a bridge to kindergarten for over 300 children who have not experienced preschool. Paper 2 highlights a ‘kernel of practice’ approach to improving self-regulation and executive functioning through brain games implemented by teachers and school staff with 939 students in grades prek-5. Paper 3 focuses on 143 children who entered preschool already displaying self-regulation deficits, whose teachers are provided data-driven, video-based consultation to enhance their use of evidence-based behavioral strategies. Our discussant is a leading expert in the design of interventions to promote self-regulation and reduce challenging behaviors, and will lead a dialogue on practice implications and future research directions.

Sub Unit

• Prevention and Interventions

Chair

• Jason Downer, University of Virginia

Discussant

• C Cybele Raver, New York University

Individual Presentations

• Promoting School Readiness By Integrating a Self-Regulation Intervention into a School-Based Summer Program - Presenting Author: Robert Duncan, University of California, Irvine; Sara Schmitt, Purdue University; Megan McClelland, Oregon State University; Maura Burke, Fairfax County Public Schools

• Testing a New Kernel of Practice Focused on Students’ Executive Function and Self-Regulation: Findings from a 3-School Pilot Study - Presenting Author: Stephanie Jones, Harvard University; Sophie Barnes, Harvard Graduate School of Education; Rebecca Bailey, Harvard Graduate School of Education

• Data-driven, Video-based Teacher Consultation to Improve Social-Behavioral Outcomes of Preschoolers with Self-regulation Deficits - Presenting Author: Rebecca Bulotsky-Shearer, University of Miami; Virginia Vitiello, University of Virginia; Amanda P Williford, UVA; Jason Downer, University of Virginia; Erik A. Ruzek, University of Virginia