| Full sample | Intervention group | Control group | Stand. mean dif. | |||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|
| N | Un adjusted 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) | 47 | 0.82 | 0.23 | 28 | 0.78 | 0.75 | 0.27 | 19 | 0.87 | 0.83 | 0.15 | 0.32 |
| Grades 1–4 | ||||||||||||
| Global EF (Trail Making Task) | 172 | 2.74 | 0.59 | 90 | 2.70 | 2.28 | 0.63 | 82 | 2.79 | 2.32 | 0.54 | 0.05 |
| Short term memory (Forward Digit Span) | 174 | 4.51 | 1.01 | 90 | 4.50 | 3.94 | 0.96 | 84 | 4.53 | 4.06 | 1.08 | 0.12 |
| Working memory (Backward Digit Span) | 174 | 3.93 | 1.10 | 90 | 3.93 | 3.21 | 0.91 | 84 | 3.93 | 3.35 | 1.28 | 0.12 |
| All students | ||||||||||||
| Global EF (Dimensional Change Card Sort) | 234 | 2.22 | 0.71 | 127 | 2.21 | 1.87 | 0.72 | 107 | 2.22 | 1.83 | 0.69 | 0.06 |
| Attention/Impulsivity (Assessor Report) | 233 | 2.60 | 0.44 | 126 | 2.55 | 2.33 | 0.47 | 107 | 2.66 | 2.43 | 0.40 | 0.23 |
| Teacher survey of classroom behavior | ||||||||||||
| Regulation-related skills (CEFS) | 410 | 2.81 | 0.85 | 250 | 2.80 | 2.64 | 0.82 | 160 | 2.83 | 2.70 | 0.91 | 0.06 |
| Prosocial behavior (TOCA) | 410 | 4.31 | 0.68 | 250 | 4.34 | 4.45 | 0.70 | 160 | 4.26 | 4.37 | 0.65 | 0.13 |
| Teacher–student relationship (TSRS) | 410 | 3.35 | 0.78 | 250 | 3.37 | 3.25 | 0.80 | 160 | 3.30 | 3.22 | 0.74 | 0.04 |
| Discipline events | 428 | 0.07 | 0.23 | 250 | 0.09 | 0.11 | 0.24 | 178 | 0.05 | 0.08 | 0.20 | 0.17 |
| Demographic characteristics | ||||||||||||
| Gender (female=1) | 428 | 0.50 | 0.50 | 250 | 0.51 | 0.53 | 0.50 | 178 | 0.48 | 0.50 | 0.50 | 0.08 |
| SPED | 428 | 0.11 | 0.31 | 250 | 0.10 | 0.08 | 0.30 | 178 | 0.12 | 0.11 | 0.32 | 0.09 |
| ELL status | 428 | 0.41 | 0.49 | 250 | 0.42 | 0.37 | 0.49 | 178 | 0.40 | 0.41 | 0.49 | 0.17 |
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, 7)=1.49, p=0.2974). 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 (5, 14)=0.28, p=0.9162). 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, 26)=0.79, p=0.6011). 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, 25)=0.83, p=0.5933). F-tests included school fixed effects and clustered standard errors at the classroom level.