| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Association between being in the intervention group and assessor-rated pre-academic skills composite score at 1 year (Woodcock-Johnson III subscales) | 253 | β 0.16 (0.02 to 0.30) | Very Low | Intervention was associated with a more favourable outcome |
| Association between being in the intervention group and teacher-rated teacher-child relationship at 1 year (student-teacher relationship scale) | 253 | β 0.30 (0.12 to 0.48) | Very Low | Intervention was associated with a more favourable outcome |
| Association between being in the intervention group and teacher/caregiver-reported behaviour problems at 1 year (Achenback Child Behaviour Checklist) | 253 | β −0.18 (−0.36 to 0.00) | Very Low | Intervention was associated with a more favourable outcome |
| Maths score at 5–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Math Reasoning (for girls) | 162 | MD 4.40 (3.48 to 5.32) | Very Low | Effect favours intervention group |
| Maths score at 5–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Math Reasoning (for boys) | 162 | MD −8.40 (−9.23 to −7.57) | Very Low | Effect favours control group |
| Reading score at 4–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Oral Comprehension (for girls) | 162 | MD 4.80 (4.18 to 5.42) | Very Low | Effect favours intervention group |
| Reading score at 4–6 years of age: assessed by the Woodcock-Johnson III Tests of Achievement, Oral Comprehension (for boys) | 162 | MD −3.20 (−3.95 to −2.45) | Very Low | Effect favours control group |
| Association between being in the intervention group and child-teacher relationship at 5 – 6 years of age (modified Robert Pianta scale) | 162 | β −0.30 (−1.01 to 0.41) | Very Low | No association was observed between intervention and outcome |
| Association between being in the intervention group and caregiver-rated positive approach to learning at 5 – 6 years of age (Achenbach /Edelbrock/Howell score) | 162 | β 0.11 (−0.01 to 0.23) | Very Low | No association was observed between intervention and outcome |
| Association between being in the intervention group and teacher-rated aggressive score at 5 – 6 years of age (Adjustment Scales for Preschool Intervention) | 162 | β −1.57 (−1.41 to 4.55) | Very Low | No association was observed between intervention and outcome |
| Association between being in the intervention group and teacher-rated hyperactive score at 5 – 6 years of age (Adjustment Scales for Preschool Intervention) | 162 | β −3.28 (−6.26 to −0.30) | Very Low | Intervention was associated with a more favourable outcome |
No meaningful difference: crosses line of no effect but not line of MID; Could not differentiate: crosses line of no effect and line of MID; May favour: confidence intervals do not cross line of no effect but cross MID; Favours: confidence intervals do not cross line of no effect or MID
From: Interventions to support readiness for school in looked-after children and young people
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