WWC review of this study

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention [Self-regulation intervention vs. business as usual]

Schmitt, S. A., McClelland, M. M., Tominey, S. L., & Acock, A. C. (2015). Early Childhood Research Quarterly, 30, 20–31.

  • Randomized Controlled Trial
     examining 
    276
     Students
    , grade
    PK

Reviewed: November 2022

At least one finding shows promising evidence of effectiveness
At least one statistically significant positive finding
Meets WWC standards with reservations
Language outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III Tests of Achievement (WJ-III) Picture Vocabulary subtest

Red Light, Purple Light (RLPL) vs. Business as usual

0 Days

Full sample;
276 students

458.68

458.11

No

--
Mathematics outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III Tests of Achievement (WJ-III) Applied Problems Subtest

Red Light, Purple Light (RLPL) vs. Business as usual

0 Days

Full sample;
276 students

397.45

395.46

No

--
Reading & Literacy Related outcomes—Indeterminate effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Woodcock-Johnson III Tests of Achievement (WJ-III) Letter-Word Identification Subtest

Red Light, Purple Light (RLPL) vs. Business as usual

0 Days

Full sample;
276 students

325.51

322.99

No

--
Self-regulation outcomes—Statistically significant positive effects found
Outcome
measure
Comparison Period Sample Intervention
mean
Comparison
mean
Significant? Improvement
    index
Evidence
tier

Head-Toes-Knees-Shoulders (HTKS)

Red Light, Purple Light (RLPL) vs. Business as usual

0 Days

Full sample;
276 students

12.53

8.75

Yes

 
 
13
 
More Outcomes

Dimensional change card sort task

Red Light, Purple Light (RLPL) vs. Business as usual

0 Days

Full sample;
276 students

10.97

10.31

No

--

Child Behavior Rating Scale

Red Light, Purple Light (RLPL) vs. Business as usual

0 Days

Full sample;
276 students

35.75

34.14

No

--


Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Characteristics of study sample as reported by study author.


  • 33% English language learners

  • Female: 51%
    Male: 49%
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    West
  • Race
    Other or unknown
    100%
  • Ethnicity
    Other or unknown    
    100%
  • Eligible for Free and Reduced Price Lunch
    Other or unknown    
    100%

Setting

The study took place in Head Start classrooms across 9 sites in a Pacific Northwest city.

Study sample

The study included 276 students with a sample that was 49% boys and 51% girls. The students in the sample ranged in age from 38 to 66 months, and 33% were English language learners (ELLs). The families of all children had income levels below 100 percent of the poverty threshold.

Intervention Group

The seven intervention classrooms participated in a game-based self-regulation intervention that consisted of classroom-based movement and music games to help children practice integrating working memory, attentional flexibility, and inhibitory control. Children participated in two 20-30 minute playgroups per week for 8 weeks.

Comparison Group

The comparison condition was business-as-usual. Children in comparison classrooms participated in the same daily activities, routines, and curricula that preceded study participation.

Support for implementation

Prior to implementation, group leaders (individuals who led the intervention activities) attended a training workshop led by the intervention developer. To assess fidelity of implementation of the intervention, the group leaders were asked whether or not they completed the session and what activities were completed. The group leaders also met before delivering the weekly sessions to discuss implementation and watch training videos. Detailed lesson plans were also created for the group leaders.

 

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