Red Light, Purple Light: Findings From a Randomized Trial Using Circle Time Games to Improve Behavioral Self-Regulation in Preschool

By Shauna L. Tominey, Megan M. McClelland. 2011

307 citations recorded by the source corpus.

Subfields: Clinical Psychology, Education

View Paper: https://www.semanticscholar.org/paper/ac48af685155ed99af49498b3635410af22e1563

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In Clinical Psychology

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Citations in the corpus

Strengthening school readiness for Head Start children: Evaluation of a self-regulation intervention (2015, methodology): “…work by demonstrating that the intervention was effective in improving self-regulation on the HTKS (a direct assessment of self-regulation) (Tominey & McClelland, 2011), and also extended these findings to show intervention-related change on a second direct measure of self-regulation, the…”
Executive Function: Implications for Education. NCER 2017-2000. (2016, background): “An initial evaluation of six activities with 65 preschool children delivered over 16 brief (20-30 minutes) playgroup sessions by a trained adult indicated no main effects of the activities on child EF (Tominey and McClelland 2011).”
Behavioral self-regulation and executive function both predict visuomotor skills and early academic achievement (2014, background): “Other work shows improvement in behavioral SR and EF is related both to maturation and exposure to demanding EF and SR tasks between age four and six (Rueda, Rothbart, McCandliss, Saccomanno, & Posner, 2005; Tominey & McClelland, 2011).”
The Potential for School-Based Interventions That Target Executive Function to Improve Academic Achievement (2015, methodology): “The first intervention tested the impact of the Red Light, Purple Light program on executive function and achievement (Tominey & McClelland, 2011).”
Enhancing Preschoolers’ Self-Regulation Via Mindful Yoga (2015, background): “Extant literature suggests that the children who were most at risk for self-regulatory problems (i.e., those with the lowest baseline scores) also were the ones who benefitted the most from the intervention (Bierman et al. 2008; Tominey and McClelland 2011).”
Self-regulation in childhood as a predictor of future outcomes: A meta-analytic review. (2020, background): “Indeed, children who score lowest in self-regulation assessments tend to be those who benefit most – or even exclusively – from self-regulation intervention (Tominey & McClelland, 2011).”
Temperament in the Classroom (2012, unknown): “Likewise, we have omitted recursive pathways, though we recognize that virtuous and vicious cycles are almost certainly at play in determining trajectories of course grades for students from kindergarten to college (Tsukayama, 2012; see also Houts, Caspi, Pianta, Arseneault, & Moffitt, 2010). Finall”
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland. (2013, background): “As recent research suggests, behavioral self- regulation is malleable, and can be supported in children who may be at risk for poor self-regulation (Raver et al., 2011; Tominey & McClelland, 2011).”
Can Early Childhood Curriculum Enhance Social-Emotional Competence in Low-Income Children? A Meta-Analysis of the Educational Effects (2018, background): “Such heterogeneity might also explain the variance in the studies included, as the studies differed substantially in sample size (e.g., Ansari & Winsler, 2014; Tominey & McClelland, 2011).”
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland (2014, unknown): “The results of recent intervention studies are promising, as they provide preliminary evidence that behavioral self-regulation is amenable to change (e.g., Raver et al., 2011; Tominey & McClelland, 2011).”