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Evaluating Preschool and School-Age Interventions That Promote Self-Regulation and Executive Function Skills in Children

Sat, March 25, 11:45am to 1:15pm, Salt Palace Convention Center, Floor: 1, Grand Ballroom G

Session Type: Paper Symposium

Abstract

Young children’s self-regulation and executive function (EF) skills have been identified as important predictors for successful school adjustment throughout the school years. Current research has an increased interest in feasible school-based and parent-training interventions that can facilitate improvements in children’s self-regulation and EF. This symposium brings together three studies evaluating efficacy of EF-focused interventions at different stages of development.

Study 1 examined the cost-effectiveness of an early childhood self-regulation intervention Red Light Purple Light (RLPL) via three models of delivery: Model 1: trained research assistants (RAs; n = 276 children); Model 2: RAs trained trainers (n = 125 children); Model 3: program faculty trained teachers (n = 157 children). Model 2 was most effective and a cost of $23 per child was associated with a one-unit increase in effect size on self-regulation scores.

Study 2 evaluated the efficacy of a block play intervention on children’s EF and mathematics skills in a low-income sample of n =230 preschool-age children who were randomly assigned to an unstructured (n = 70), semi-structured (n = 72) block play or business-as-usual (n = 89) condition. The results indicate that block play, when used intentionally in classrooms, can strengthen EF and geometry skills in preschool children.

Study 3 evaluated a widely disseminated Boys Town Common Sense Parenting (CSP) parent training program for its effectiveness in improving EF skills in parents and children. Preliminary examination revealed a slight decline in EF deficits post-CSP in parents (n=23) and children; and 30 days after completing CSP in parents.

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