Table 5.
Impact of brain games (BG) on children’s outcomes.
| Model 1: no covariates | Model 2: child covariates | Model 3: classroom covariates | Model 4: child and classroom covariates | |
|---|---|---|---|---|
| Direct assessments of children’s EF and related self-regulation skills | ||||
| Pre-K and kindergarten | ||||
| Inhibitory control (PT) | −0.02 (0.02) 75 |
−0.03 (0.02) 75 |
0.02 (0.11) 47 |
0.0.02 (0.11) 47 |
| Grades 1–4 | ||||
| Global EF (TMT) | −0.03 (0.06) 227 |
−0.03 (0.06) 227 |
0.24* (0.11) 172 |
0.23* (0.11) 172 |
| Short term memory (FDS) | −0.16 (0.11) 230 |
−0.16 (0.10) 230 |
0.05 (0.20) 174 |
0.07 (0.20) 174 |
| Working memory (BDS) | 0.03 (0.11) 230 |
0.03 (0.11) 230 |
−0.03 (0.22) 174 |
−0.03 (0.22) 174 |
| All students | ||||
| Global EF (DCCS) | −0.15* (0.07) 330 |
−0.15* (0.07) 330 |
−0.09 (0.09) 234 |
−0.10 (0.09) 234 |
| Attention/Impulsivity (AR) | 0.08+ (0.04) 329 |
0.07+ (0.04) 329 |
0.13* (0.06) 233 |
0.11* (0.05) 233 |
| Teacher survey of classroom behavior | ||||
| Regulation-related skills (CEFS) | 0.14+ (0.08) 465 |
0.13+ (0.08) 462 |
0.08 (0.08) 413 |
0.07 (0.07) 410 |
| Prosocial behavior (TOCA-R) | 0.04 (0.09) 465 |
0.04 (0.09) 462 |
0.25* (0.08) 413 |
0.24* (0.08) 410 |
| Teacher-student relationship (TSRS) | 0.11 (0.10) 453 |
0.09 (0.09) 450 |
0.13 (0.13) 413 |
0.08 (0.11) 410 |
| Discipline events | 0.03* (0.01) 483 |
0.03* (0.01) 480 |
0.02 (0.02) 431 |
0.02 (0.02) 428 |
| Controls | ||||
| Child-level | No | Yes | No | Yes |
| Classroom-level | No | No | Yes | Yes |
Estimate (S.E.) with N underneath for each outcome. N is reduced with the inclusion of classroom covariates; PT, Pencil Tap; DCCS, Dimensional Change Card Sort; TMT, Trail Making Task; FDS, Forward Digit Span; BDS, Backward Digit Span; PSRA-AR, Preschool Self-Regulation Assessment – Assessor Report; CEFS, Child Executive Function Survey; TOCA, Teacher Observation of Classroom Adaptation; and TSRS, Teacher Student Relationship Scale.