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Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya

This study adapted and tested the efficacy of the Red-Light Purple-Light (RLPL) games for improving executive function (EF) skills in preprimary classrooms in Nairobi, Kenya. A cluster randomized controlled trial was used to evaluate the efficacy of the adapted RLPL intervention. Specifically, 24 ce...

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Autores principales: Willoughby, Michael T., Piper, Benjamin, King, Katherine Merseth, Nduku, Tabitha, Henny, Catherine, Zimmermann, Sarah
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2021
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7990763/
https://www.ncbi.nlm.nih.gov/pubmed/33776855
http://dx.doi.org/10.3389/fpsyg.2021.633049
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author Willoughby, Michael T.
Piper, Benjamin
King, Katherine Merseth
Nduku, Tabitha
Henny, Catherine
Zimmermann, Sarah
author_facet Willoughby, Michael T.
Piper, Benjamin
King, Katherine Merseth
Nduku, Tabitha
Henny, Catherine
Zimmermann, Sarah
author_sort Willoughby, Michael T.
collection PubMed
description This study adapted and tested the efficacy of the Red-Light Purple-Light (RLPL) games for improving executive function (EF) skills in preprimary classrooms in Nairobi, Kenya. A cluster randomized controlled trial was used to evaluate the efficacy of the adapted RLPL intervention. Specifically, 24 centers (including 48 classrooms) were randomized to the RLPL or a wait-list control condition. Consistent with previous studies, participating classrooms delivered 16 lessons across an 8-week intervention period. A total of 479 children were recruited into the study. After exclusions based on child age and data quality, 451 and 404 children (90% retention) had completed computerized assessments of EF skills at pre- and posttest assessments, respectively. Children in the RLPL centers did not demonstrate any improvements in EF skills relative to their peers in the wait-list control condition (Cohen’s ds = −0.14 to 0.03, all ps > 0.20). Exploratory tests of moderators (language of assessment, grade, school type, baseline ability) were also all null. Results are discussed with respect to measurement limitations and contextual factors that may explain the null results of RLPL on EF skills in young children in Kenya.
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spelling pubmed-79907632021-03-26 Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya Willoughby, Michael T. Piper, Benjamin King, Katherine Merseth Nduku, Tabitha Henny, Catherine Zimmermann, Sarah Front Psychol Psychology This study adapted and tested the efficacy of the Red-Light Purple-Light (RLPL) games for improving executive function (EF) skills in preprimary classrooms in Nairobi, Kenya. A cluster randomized controlled trial was used to evaluate the efficacy of the adapted RLPL intervention. Specifically, 24 centers (including 48 classrooms) were randomized to the RLPL or a wait-list control condition. Consistent with previous studies, participating classrooms delivered 16 lessons across an 8-week intervention period. A total of 479 children were recruited into the study. After exclusions based on child age and data quality, 451 and 404 children (90% retention) had completed computerized assessments of EF skills at pre- and posttest assessments, respectively. Children in the RLPL centers did not demonstrate any improvements in EF skills relative to their peers in the wait-list control condition (Cohen’s ds = −0.14 to 0.03, all ps > 0.20). Exploratory tests of moderators (language of assessment, grade, school type, baseline ability) were also all null. Results are discussed with respect to measurement limitations and contextual factors that may explain the null results of RLPL on EF skills in young children in Kenya. Frontiers Media S.A. 2021-03-11 /pmc/articles/PMC7990763/ /pubmed/33776855 http://dx.doi.org/10.3389/fpsyg.2021.633049 Text en Copyright © 2021 Willoughby, Piper, King, Nduku, Henny and Zimmermann. http://creativecommons.org/licenses/by/4.0/ This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Willoughby, Michael T.
Piper, Benjamin
King, Katherine Merseth
Nduku, Tabitha
Henny, Catherine
Zimmermann, Sarah
Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya
title Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya
title_full Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya
title_fullStr Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya
title_full_unstemmed Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya
title_short Testing the Efficacy of the Red-Light Purple-Light Games in Preprimary Classrooms in Kenya
title_sort testing the efficacy of the red-light purple-light games in preprimary classrooms in kenya
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7990763/
https://www.ncbi.nlm.nih.gov/pubmed/33776855
http://dx.doi.org/10.3389/fpsyg.2021.633049
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