View in EDS

Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents: A Meta-Analytic Review of Randomized Controlled Trials. EdWorkingPaper No. 23-782

Saved in:
Bibliographic Details
Title: Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents: A Meta-Analytic Review of Randomized Controlled Trials. EdWorkingPaper No. 23-782
Language: English
Authors: Emma R. Hart, Drew H. Bailey, Sha Luo, Pritha Sengupta, Tyler W. Watts, Annenberg Institute for School Reform at Brown University
Source: Annenberg Institute for School Reform at Brown University. 2024.
Availability: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
Peer Reviewed: N
Page Count: 151
Publication Date: 2024
Sponsoring Agency: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)
National Science Foundation (NSF), Division of Graduate Education (DGE)
Contract Number: 1R01HD09593001A1
2036197
Document Type: Reports - Research
Descriptors: Literature Reviews, Meta Analysis, Children, Adolescents, Intervention, Interpersonal Competence, Social Emotional Learning, Thinking Skills, Randomized Controlled Trials, Pretests Posttests
Abstract: Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cognitive skills. We drew studies from eight pre-existing meta-analyses, generating a sample of 86 educational RCTs targeting children from infancy through adolescence, together involving 56,662 participants and 450 outcomes measured at post-test and at least one follow-up. Relying on a meta-regression approach for modeling persistence rates, we tested the extent to which post-test impact magnitudes predicted follow-up impact magnitudes. We found that post-test impacts were equally predictive of follow-up impacts for cognitive and social-emotional skills at 6- to 12- months follow-up, indicating similar conditional persistence rates across skill types. At 1- to 2- years follow-up, rates were lower and, if anything, cognitive skills showed greater conditional persistence than social-emotional skills. A small positive follow-up effect was observed, on average, beyond what was directly predicted by the post-test impact, indicating that interventions may have long-term effects that are not fully mediated by post-test effects. This pattern of results implied that smaller post-test impacts produced more persistent effects than larger post-test impacts, and social-emotional skill impacts were smaller, on average, than cognitive skill impacts. Considered as a whole, intervention impacts on both social-emotional and cognitive skills demonstrated fadeout, especially for interventions that produced larger initial effects. Implications for theory and future directions are discussed.
Abstractor: As Provided
Notes: https://doi.org/10.33009/ldbase.1719529626.152e
Entry Date: 2025
Accession Number: ED672310
Database: ERIC
FullText Text:
  Availability: 0
CustomLinks:
  – Url: https://eric.ed.gov/contentdelivery/servlet/ERICServlet?accno=ED672310
    Name: ERIC Full Text
    Category: fullText
    Text: Full Text from ERIC
Header DbId: eric
DbLabel: ERIC
An: ED672310
AccessLevel: 3
PubType: Report
PubTypeId: report
PreciseRelevancyScore: 0
IllustrationInfo
Items – Name: Title
  Label: Title
  Group: Ti
  Data: Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents: A Meta-Analytic Review of Randomized Controlled Trials. EdWorkingPaper No. 23-782
– Name: Language
  Label: Language
  Group: Lang
  Data: English
– Name: Author
  Label: Authors
  Group: Au
  Data: <searchLink fieldCode="AR" term="%22Emma+R%2E+Hart%22">Emma R. Hart</searchLink><br /><searchLink fieldCode="AR" term="%22Drew+H%2E+Bailey%22">Drew H. Bailey</searchLink><br /><searchLink fieldCode="AR" term="%22Sha+Luo%22">Sha Luo</searchLink><br /><searchLink fieldCode="AR" term="%22Pritha+Sengupta%22">Pritha Sengupta</searchLink><br /><searchLink fieldCode="AR" term="%22Tyler+W%2E+Watts%22">Tyler W. Watts</searchLink><br /><searchLink fieldCode="AR" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22">Annenberg Institute for School Reform at Brown University</searchLink>
– Name: TitleSource
  Label: Source
  Group: Src
  Data: <searchLink fieldCode="SO" term="%22Annenberg+Institute+for+School+Reform+at+Brown+University%22"><i>Annenberg Institute for School Reform at Brown University</i></searchLink>. 2024.
– Name: Avail
  Label: Availability
  Group: Avail
  Data: Annenberg Institute for School Reform at Brown University. Brown University Box 1985, Providence, RI 02912. Tel: 401-863-7990; Fax: 401-863-1290; e-mail: annenberg@brown.edu; Web site: https://annenberg.brown.edu/
– Name: PeerReviewed
  Label: Peer Reviewed
  Group: SrcInfo
  Data: N
– Name: Pages
  Label: Page Count
  Group: Src
  Data: 151
– Name: DatePubCY
  Label: Publication Date
  Group: Date
  Data: 2024
– Name: SourceSuprt
  Label: Sponsoring Agency
  Group: SrcSuprt
  Data: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD) (DHHS/NIH)<br />National Science Foundation (NSF), Division of Graduate Education (DGE)
– Name: NumberContract
  Label: Contract Number
  Group: NumCntrct
  Data: 1R01HD09593001A1<br />2036197
– Name: TypeDocument
  Label: Document Type
  Group: TypDoc
  Data: Reports - Research
– Name: Subject
  Label: Descriptors
  Group: Su
  Data: <searchLink fieldCode="DE" term="%22Literature+Reviews%22">Literature Reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Meta+Analysis%22">Meta Analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Adolescents%22">Adolescents</searchLink><br /><searchLink fieldCode="DE" term="%22Intervention%22">Intervention</searchLink><br /><searchLink fieldCode="DE" term="%22Interpersonal+Competence%22">Interpersonal Competence</searchLink><br /><searchLink fieldCode="DE" term="%22Social+Emotional+Learning%22">Social Emotional Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Thinking+Skills%22">Thinking Skills</searchLink><br /><searchLink fieldCode="DE" term="%22Randomized+Controlled+Trials%22">Randomized Controlled Trials</searchLink><br /><searchLink fieldCode="DE" term="%22Pretests+Posttests%22">Pretests Posttests</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Researchers and policymakers aspire for educational interventions to change children's long-run developmental trajectories. However, intervention impacts on cognitive and achievement measures commonly fade over time. Less is known, although much is theorized, about social-emotional skill persistence. The current meta-analysis investigated whether intervention impacts on social-emotional skills demonstrated greater persistence than impacts on cognitive skills. We drew studies from eight pre-existing meta-analyses, generating a sample of 86 educational RCTs targeting children from infancy through adolescence, together involving 56,662 participants and 450 outcomes measured at post-test and at least one follow-up. Relying on a meta-regression approach for modeling persistence rates, we tested the extent to which post-test impact magnitudes predicted follow-up impact magnitudes. We found that post-test impacts were equally predictive of follow-up impacts for cognitive and social-emotional skills at 6- to 12- months follow-up, indicating similar conditional persistence rates across skill types. At 1- to 2- years follow-up, rates were lower and, if anything, cognitive skills showed greater conditional persistence than social-emotional skills. A small positive follow-up effect was observed, on average, beyond what was directly predicted by the post-test impact, indicating that interventions may have long-term effects that are not fully mediated by post-test effects. This pattern of results implied that smaller post-test impacts produced more persistent effects than larger post-test impacts, and social-emotional skill impacts were smaller, on average, than cognitive skill impacts. Considered as a whole, intervention impacts on both social-emotional and cognitive skills demonstrated fadeout, especially for interventions that produced larger initial effects. Implications for theory and future directions are discussed.
– Name: AbstractInfo
  Label: Abstractor
  Group: Ab
  Data: As Provided
– Name: Note
  Label: Notes
  Group: Note
  Data: https://doi.org/10.33009/ldbase.1719529626.152e
– Name: DateEntry
  Label: Entry Date
  Group: Date
  Data: 2025
– Name: AN
  Label: Accession Number
  Group: ID
  Data: ED672310
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=eric&AN=ED672310
RecordInfo BibRecord:
  BibEntity:
    Languages:
      – Text: English
    PhysicalDescription:
      Pagination:
        PageCount: 151
    Subjects:
      – SubjectFull: Literature Reviews
        Type: general
      – SubjectFull: Meta Analysis
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Adolescents
        Type: general
      – SubjectFull: Intervention
        Type: general
      – SubjectFull: Interpersonal Competence
        Type: general
      – SubjectFull: Social Emotional Learning
        Type: general
      – SubjectFull: Thinking Skills
        Type: general
      – SubjectFull: Randomized Controlled Trials
        Type: general
      – SubjectFull: Pretests Posttests
        Type: general
    Titles:
      – TitleFull: Fadeout and Persistence of Intervention Impacts on Social-Emotional and Cognitive Skills in Children and Adolescents: A Meta-Analytic Review of Randomized Controlled Trials. EdWorkingPaper No. 23-782
        Type: main
  BibRelationships:
    HasContributorRelationships:
      – PersonEntity:
          Name:
            NameFull: Annenberg Institute for School Reform at Brown University
      – PersonEntity:
          Name:
            NameFull: Emma R. Hart
      – PersonEntity:
          Name:
            NameFull: Drew H. Bailey
      – PersonEntity:
          Name:
            NameFull: Sha Luo
      – PersonEntity:
          Name:
            NameFull: Pritha Sengupta
      – PersonEntity:
          Name:
            NameFull: Tyler W. Watts
    IsPartOfRelationships:
      – BibEntity:
          Dates:
            – D: 01
              M: 08
              Type: published
              Y: 2024
          Titles:
            – TitleFull: Annenberg Institute for School Reform at Brown University
              Type: main
ResultId 1