Lobo, Yovanka B.; Winsler, Adam (2006). Social Development, v15 n3 p501-519. Retrieved from: https://eric.ed.gov/?id=EJ942189
Reviewed: February 2022
This review may not reflect the full body of research evidence for this intervention.
Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.
|
Outcome measure |
Comparison | Period | Sample |
Intervention mean |
Comparison mean |
Significant? |
Improvement index |
Evidence tier |
|---|---|---|---|---|---|---|---|---|
|
Overall social competence (teacher rating) from Social Competence Behavior Evaluation (SCBE): Preschool Edition |
Creative dance and movement program vs. Business as usual |
0 Days |
Full sample;
|
151.37 |
133.86 |
No |
-- | |
|
Internalizing behavior problems (teacher rating) from Social Competence Behavior Evaluation (SCBE): Preschool Edition |
Creative dance and movement program vs. Business as usual |
0 Days |
Full sample;
|
87.58 |
83.60 |
No |
-- | |
|
Externalizing behavior problems (teacher rating) from Social Competence Behavior Evaluation (SCBE): Preschool Edition |
Creative dance and movement program vs. Business as usual |
0 Days |
Full sample;
|
91.42 |
87.34 |
No |
-- |
Characteristics of study sample as reported by study author.
| Asian | 5% | |
| Black | 16% | |
| Other or unknown | 79% |
| Hispanic | 67% | |
| Not Hispanic or Latino | 33% |
This study was conducted among preschool children attending a large Head Start program. The preschool was located in the metropolitan area somewhere in the mid-Atlantic region of the United States.
The study's analytic sample consisted of 40 preschool children, aged 3 to 5 years old. Approximately 49 percent were girls. In terms of racial characteristics, 16 percent were African-American, 5 percent were Asian, 7 percent were Arabic, and 5 percent were White or other. About 67 percent of students identified as Hispanic. All students were receiving free or reduced-price lunch.
The intervention was an eight-week instructional program in creative dance and movement. Participants met for 35 minutes each session with two sessions per week, in a separate room in the preschool. The dance program was researcher-designed to be appropriate for children ages 3 to 5. The program was structured around six dance concepts that allowed students to invent movements according to their preferences: (1) body parts, (2) movement/locomotor, (3) space, (4) time, (5) force, (6) form. Each session proceeded with a greeting, warm-up and stretching, short-story and dance improvisation, and a goodbye dance/cool down.
The comparison condition consisted of play time with regular curriculum activities and toys during the pull-out sessions. Available toys consisted of puzzles, games, blocks, balls, and others that were in the room. No music or dancing occurred in these sessions and an experimenter remained in the room to observe and play with the children.
The study does not describe any support for implementation.
An indicator of the effect of the intervention, the improvement index can be interpreted as the expected change in percentile rank for an average comparison group student if that student had received the intervention.
For more, please see the WWC Glossary entry for improvement index.
An outcome is the knowledge, skills, and attitudes that are attained as a result of an activity. An outcome measures is an instrument, device, or method that provides data on the outcome.
A finding that is included in the effectiveness rating. Excluded findings may include subgroups and subscales.
The sample on which the analysis was conducted.
The group to which the intervention group is compared, which may include a different intervention, business as usual, or no services.
The timing of the post-intervention outcome measure.
The number of students included in the analysis.
The mean score of students in the intervention group.
The mean score of students in the comparison group.
The WWC considers a finding to be statistically significant if the likelihood that the finding is due to chance alone, rather than a real difference, is less than five percent.
The WWC reviews studies for WWC products, Department of Education grant competitions, and IES performance measures.
The name and version of the document used to guide the review of the study.
The version of the WWC design standards used to guide the review of the study.
The result of the WWC assessment of the study. The rating is based on the strength of evidence of the effectiveness of the intervention. Studies are given a rating of Meets WWC Design Standards without Reservations, Meets WWC Design Standards with Reservations, or >Does Not Meet WWC Design Standards.
A related publication that was reviewed alongside the main study of interest.
Study findings for this report.
Based on the direction, magnitude, and statistical significance of the findings within a domain, the WWC characterizes the findings from a study as one of the following: statistically significant positive effects, substantively important positive effects, indeterminate effects, substantively important negative effects, and statistically significant negative effects. For more, please see the WWC Handbook.
The WWC may review studies for multiple purposes, including different reports and re-reviews using updated standards. Each WWC review of this study is listed in the dropdown. Details on any review may be accessed by making a selection from the drop down list.
Tier 1 Strong indicates strong evidence of effectiveness,
Tier 2 Moderate indicates moderate evidence of effectiveness, and
Tier 3 Promising indicates promising evidence of effectiveness,
as defined in the
non-regulatory guidance for ESSA
and the regulations for ED discretionary grants (EDGAR Part 77).
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