Improving Self-regulation & School Readiness in Preschoolers

Completed · Not applicable

Conditions studied: Executive Dysfunction

In brief

This project will develop and evaluate the initial effectiveness of an intervention training executive functioning, metacognition, and self-regulation in preschoolers attending certain high poverty Cincinnati preschools. Studies show that these skills are critical for school performance, and that children with better executive functioning have better long term outcomes. It is also important to intervene early when children are most likely to profit because their brains are rapidly developing. There are some promising programs targeting these skills in preschoolers, but few are available to teachers for implementation in the classroom setting. The specific aims of this study are: 1) to adapt a promising clinic-based program for the preschool classroom environment, and 2) to test the feasibility and initial impact of the adapted program on executive functioning and school readiness in schools with a high proportion of children from low income families.

Key facts

Study ID

NCT02225236

Run by

Children's Hospital Medical Center, Cincinnati

People needed

237

Starts

2015-01-01

Expected to finish

2017-12-01

Last updated by the study team

2018-01-29

Who can join

Age: 3 and older, up to 5. Sex: any. Healthy volunteers: accepted.

You may qualify if…

• All children in preschool classrooms in selected schools.

You may not qualify if…

• None

Where it is running

• Schools in the Archdiocese of Cincinnati to be determined — Cincinnati, Ohio, United States

Full record on ClinicalTrials.gov

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