PROTOCOL: the On Track 2.0 cluster randomized teacher-led intervention to support executive function and...

Area of Science:

• Developmental Psychology
• Educational Psychology
• Cognitive Science

Background:

• Executive Function (EF) and Self-Regulation (SR) are critical cognitive and emotional skills impacting daily life and future outcomes.
• Developing EF and SR in primary school is essential for academic success, career prospects, and social well-being.
• Curricular programs offer a promising avenue for enhancing teachers' capacity to support students' EF and SR development.

Purpose of the Study:

• To evaluate the efficacy of the 10-session "On Track 2.0" intervention program.
• To improve Executive Function (EF) and Self-Regulation (SR) skills in primary school pupils through a universal, whole-class approach.
• To provide teachers with knowledge and strategies to support EF and SR development in their students.

Main Methods:

• A cluster-randomized controlled trial involving 4th and 5th grade classes.
• Schools will be randomly assigned to either an intervention or a control group.
• Psychometric and questionnaire assessments of EF, SR, and well-being will be administered to children, teachers, and parents at three time points.

Main Results:

• Data collection is ongoing, with results pending.
• The study will analyze psychometric and questionnaire data to determine intervention effectiveness.
• Teacher adherence and platform usage data will provide insights into intervention delivery.

Conclusions:

• The "On Track 2.0" intervention has the potential to significantly improve teachers' understanding and ability to foster EF and SR skills.
• A multimodal and multi-informant assessment approach will offer comprehensive insights into the intervention's efficacy.
• This research aims to contribute valuable data on effective strategies for enhancing early childhood executive function and self-regulation.