A Cluster Randomized-Controlled Trial of the Impact of the Tools of the Mind Curriculum on Self-Regulation in Canadian Preschoolers
Solomon T, Plamondon A, O'Hara A, Finch H, Goco G, Chaban P, Huggins L, Ferguson B, Tannock R · 2018
grade Arctindependentfailed
Sample
260 children aged 3-4 in 20 largely urban daycares in Toronto, 15-month intervention
Population
Canada; preschool children in daycare settings.
Design
The methodologically cleanest Tools of the Mind trial in existence and the one that should end the argument. Site-level randomisation, an ACTIVE control (the YMCA Playing to Learn programme, another play-based curriculum that does not target self-regulation), PROSPECTIVE registration on ClinicalTrials.gov (NCT02462733), intention-to-treat analysis via Bayesian estimation with missing data included, and fidelity checks confirming that only Tools sites implemented Tools.
Key findings
Every credible interval crosses zero. Day/Night 0.144 (-0.626 to 0.880); Head-to-Toes out of 10, 0.426 (-1.039 to 1.717); Head-to-Toes out of 20, 0.005 (-3.069 to 2.808); parent-rated SDQ 0.326 (-1.802 to 2.381); teacher-rated SDQ 0.180 (-2.542 to 3.046); SCBE-30 anxiety 0.077, anger 0.046, social competence 0.117. The authors state there were no differences on any of the primary outcomes between children in sites receiving Tools and those receiving the YMCA programme. The only positive was a moderation - greater gains on one behavioural EF measure for children rated high in baseline hyperactivity and inattention.
Genetic confound
Low. Site-level randomisation.
Replication notes
A prospectively registered, actively controlled failure to replicate Barnett 2008 and Diamond et al. 2007. Together with Farran and Wilson it makes the Tools of the Mind independence gradient one of the sharpest in the archive.
DOI / URL
10.3389/fpsyg.2017.02366
Effects
| Outcome | Metric | Value | Measure | Timing | Vs | Horizon | Class |
|---|---|---|---|---|---|---|---|
| Behavioural self-regulation (Day/Night, Head-to-Toes) | estimate (95% credible interval) | 0.144 (-0.626 to 0.880) and 0.426 (-1.039 to 1.717); all intervals cross zero | standardized | end of 15-month intervention | active-alternative | end-of-treatment | near-transfer |
| Parent- and teacher-rated behaviour (SDQ) | estimate (95% credible interval) | 0.326 (-1.802 to 2.381) and 0.180 (-2.542 to 3.046) | researcher-designed | end of intervention | active-alternative | end-of-treatment | behaviour |
| Children high in baseline hyperactivity/inattention | moderation | greater gains on one behavioural EF measure | standardized | end of intervention | active-alternative | end-of-treatment | near-transfer |
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