| Outcome | Sample size | Effect size (95% CI) | Quality | Interpretation of effecta |
|---|---|---|---|---|
| Initial sound fluency score following intervention before school (subtest of the Dynamic Indicators of Basic Early Literacy Skills) | 192 | MD 0.81 (−1.22 to 2.84) | Very Low | No meaningful difference |
| Letter naming fluency following intervention before school (subtest of the Dynamic Indicators of Basic Early Literacy Skills) | 192 | MD 0.23 (−2.81 to 3.27) | Very Low | No meaningful difference |
| Concepts about print score following intervention before school (Concepts About Print test) | 192 | MD 0.65 (−0.37 to 1.67) | Very Low | No meaningful difference |
| Caregiver rating of pre-reading skills following intervention before school (recognition letters of the alphabet and write first name) | 192 | MD −0.13 (−0.37 to 0.11) | Very Low | No meaningful difference |
| Association between being in the intervention group and early literacy skills following intervention before starting school (composite of indicators of early literacy skills, above) | 192 | β 0.10 P<0.05 | Very Low | Intervention was associated with a more favourable outcome |
| Prosocial skills score following intervention before school (Preschool Penn Interactive Peer Play Scale score) | 192 | MD −0.05 (−0.17 to 0.07) | Very Low | No meaningful difference |
| Social competence score following intervention before school (Child Behaviour Checklist) | 192 | MD −0.10 (−0.67 to 0.47) | Very Low | No meaningful difference |
| Emotional understanding score following intervention before school (matching vignettes to correct emotional state) | 192 | MD −0.21 (−1.01 to 0.59) | Very Low | No meaningful difference |
| Association between being in the intervention group and prosocial skills following intervention before starting school (composite of indicators of prosocial skills, above) | 192 | β 0.4 P>0.05 | Very Low | No association was observed between intervention and outcome |
| Inhibitory control score following intervention before school (composite score: Inhibitory Control subscale; the Attentional Focusing subscale (of the Children’s Behavior Questionnaire); the Inhibit subscale from the Brief Rating Inventory of Executive Function–Preschool Version; and two computer-administered tasks) | 192 | MD 0.03 (−0.18 to 0.24) | Very Low | No meaningful difference |
| Behavioural regulation score following intervention before school (composite score: the Activity Level subscale and Impulsivity subscale (of the Childrens Behaviour Questionnaire); the Externalizing subscale (of the Child Behaviour Checklist); the Lability subscale of the Emotion Regulation Checklist) | 192 | MD 0.14 (−0.11 to 0.39) | Very Low | No meaningful difference |
| Emotional regulation score following intervention before school (Composite score: the anger subscale and the reactivity/soothability subscale of the Children’s Behaviour Questionnaire; the Emotion Regulation scale of the Emotion Regulation Checklist; and the Emotion Control subscale of the BRIEF–P) | 192 | MD 0.00 (−0.22 to 0.22) | Very Low | No meaningful difference |
| Association between being in the intervention group and self-regulatory skills following intervention before starting school (assessed by composite of indicators of self-regulation, above) | 192 | β 0.11 P<0.05 | Very Low | Intervention was associated with a more favourable outcome |
| Teacher-reported aggressive behaviour at the end of kindergarten year (the aggressive behavior subscales of the Teacher Report Form) | 192 | MD −1.84 (−4.81 to 1.13) | Very Low | No meaningful difference |
| Teacher-reported delinquent behaviour at the end of kindergarten year (the delinquent behavior subscales of the Teacher Report Form) | 192 | MD −0.58 (−1.21 to 0.05) | Very Low | No meaningful difference |
| Teacher-reported oppositional behaviour at the end of kindergarten year (the oppositional subscale of the Conners’ Teacher Ratings Scales-Revised: Short version) | 192 | MD −0.81 (−1.78 to 0.16) | Very Low | No meaningful difference |
| Days free from internalising symptoms over 12 months of kindergarten (symptom reports from caregivers on the Child Behavior Checklist) | 192 | MD 26.00 (0.05 to 51.95) | Very Low | Effect favours intervention group, but it may be less than the MID |
| Days free from externalising problems over 12 months of kindergarten (symptom reports from caregivers on the Child Behavior Checklist) | 192 | MD 26.60 (−2.76 to 55.96) | Very Low | Could not differentiate |
| Association between being in the intervention group and child oppositional and aggressive behaviours at the end of kindergarten year (composite of indicators of oppositional and aggressive behaviours, above) | 192 | β −0.17 P<0.05 | Very Low | Intervention was associated with a more favourable outcome |
| Positive attitudes towards alcohol at 9 years of age (questions adapted from the Monitoring the Future National Survey Questionnaire) | 192 | MD −0.30 (−0.50 to −0.10) | Very Low | Effect favours intervention group, but it may be less than the MID |
| Positive attitudes towards antisocial behaviours at 9 years of age (based on two questions - “What are some of the things you think teenagers do for fun with their friends?” and “What are some of the things you think teenagers do when their moms or dads are not there?”) | 192 | MD −0.09 (−0.27 to 0.09) | Very Low | Could not differentiate |
| Involvement with deviant peers at 9 years of age (based on responses to questions about whether “none”, “some”, or “all” of their friends were involved in five rule-breaking or deviant behaviors) | 192 | MD −0.19 (−0.44 to 0.06) | Very Low | No meaningful difference |
| Self-competence at 9 years of age (six questions on the Global Self-Worth Scale of the Self-Perception Profile for Children) | 192 | MD 1.91 (0.82 to 3.00) | Very Low | Effect favours intervention group, but it may be less than the MID |
| Association between being in the intervention group and positive attitudes towards alcohol at 9 years of age (questions adapted from the Monitoring the Future National Survey Questionnaire) | 192 | β −0.34 P<0.05 | Very Low | Intervention was associated with a more favourable outcome |
| Association between being in the intervention group and positive attitudes towards antisocial behaviour at 9 years of age (based on two questions - “What are some of the things you think teenagers do for fun with their friends?” and “What are some of the things you think teenagers do when their moms or dads are not there?”) | 192 | β −0.11 P<0.05 | Very Low | Intervention was associated with a more favourable outcome |
| Association between being in the intervention group and self-competence at 9 years of age (six questions on the Global Self-Worth Scale of the Self-Perception Profile for Children) | 192 | β 1.95 P<0.01 | 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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