Table 4.
Descriptive information on all outcomes and baseline equivalence.
| Full sample | Intervention group | Control group | Stand. mean dif. | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| N | Unadjusted mean | Pooled SD | N | Mean | Adj. mean | SD | N | Mean | Adj. mean | SD | ||
| Direct assessments of children’s EF and related self-regulation skills | ||||||||||||
| Pre-K and kindergarten | ||||||||||||
| Inhibitory control (Pencil Tap) | 75 | 0.77 | 0.27 | 39 | 0.74 | 0.74 | 0.30 | 36 | 0.81 | 0.81 | 0.24 | 0.28 |
| Grades 1–4 | ||||||||||||
| Global EF (Trail Making Task) | 227 | 2.75 | 0.57 | 111 | 2.77 | 2.28 | 0.56 | 116 | 2.73 | 2.32 | 0.60 | 0.06 |
| Short term memory (Forward Digit Span) | 230 | 4.50 | 0.99 | 116 | 4.56 | 4.04 | 0.97 | 114 | 4.45 | 3.97 | 1.01 | 0.07 |
| Working memory (Backward Digit Span) | 230 | 3.92 | 1.12 | 116 | 3.98 | 3.31 | 0.96 | 114 | 3.86 | 3.27 | 1.26 | 0.04 |
| All students | ||||||||||||
| Global EF (Dimensional Change Card Sort) | 330 | 2.11 | 0.73 | 167 | 2.13 | 1.78 | 0.76 | 163 | 2.10 | 1.76 | 0.70 | 0.03 |
| Attention/Impulsivity (Assessor Report) | 334 | 2.57 | 0.45 | 166 | 2.57 | 2.37 | 0.46 | 168 | 2.56 | 2.36 | 0.44 | 0.02 |
| Teacher survey of classroom behavior | ||||||||||||
| Regulation-related skills (CEFS) | 465 | 2.78 | 0.87 | 274 | 2.77 | 2.58 | 0.86 | 163 | 2.10 | 1.76 | 0.70 | 0.03 |
| Prosocial behavior (TOCA) | 465 | 4.28 | 0.72 | 274 | 4.33 | 4.43 | 0.77 | 191 | 4.20 | 4.32 | 0.64 | 0.15 |
| Teacher-student Relationship (TSRS) | 453 | 3.33 | 0.79 | 274 | 3.34 | 3.29 | 0.84 | 179 | 3.32 | 3.29 | 0.72 | 0.02 |
| Discipline events | 483 | 0.08 | 0.23 | 274 | 0.09 | 0.11 | 0.25 | 209 | 0.06 | 0.08 | 0.19 | 0.16 |
| Demographic characteristics | ||||||||||||
| Gender (female=1) | 547 | 0.49 | 0.50 | 306 | 0.51 | 0.49 | 0.50 | 241 | 0.47 | 0.48 | 0.50 | 0.10 |
| SPED | 550 | 0.12 | 0.32 | 308 | 0.11 | 0.11 | 0.31 | 242 | 0.12 | 0.14 | 0.33 | 0.07 |
| ELL status | 550 | 0.38 | 0.49 | 308 | 0.37 | 0.37 | 0.48 | 242 | 0.39 | 0.39 | 0.49 | 0.04 |
F-test for overall balance on the pre-K and K measure of inhibitory control (Pencil Tap) revealed no statistically significant difference between students assigned to intervention vs. control groups (F (3, 11)=0.61, p=0.6237). F-test for overall balance on direct assessments in Grades 1–4 revealed no statistically significant difference between groups assigned to intervention vs. control groups (F (8, 23)=0.06, p=0.9998). F-test for overall balance on direct assessments used in all grades revealed no statistically significant difference between students assigned to intervention vs. control groups (F (7, 35)=0.00, p=1.00). F-test for overall balance on initial balance in the teacher survey of classroom behavior revealed no statistically significant difference between groups assigned to intervention vs. control groups (F (9, 27)=1.03, p=0.4413). F-tests included school fixed effects and clustered standard errors at the classroom level.