Secondary Outcomes (explanation)
A first battery of child measures included socio-emotional, executive functioning, creativity and problem solving:
• Dimensional Card Sort Task (DCCS; Zelazo, 2006) assesses attention-shifting.
• Peg Tapping Test (PT; Diamond & Taylor, 1996). This test requires children to inhibit a natural tendency to mimic the experimenter while remembering the rule for the correct response.
• The Strengths and Difficulties Questionnaire (SDQ: Goodman, 2001) is a brief behavioral questionnaire about 2-17 year-old children.
• The Penn Interactive Peer Play Scale (PIPPS), is a behavioral rating instrument useful for peer play behaviors for teachers (or parents) to respond (Fantuzzo & McWayne, 2002).
• Given the focus of the curriculum, we also included a measure of creativity: We use the Thinking Creatively in Action and Movement (TCAM; Zachopoulou, Makri, & Pollatou, 2009) which assesses the creativity of young children or others with limited verbal and drawing skills. This is an adaptation of the Torrance Tests of Creative Thinking (TTCT; Torrance, 1974) for younger children.
A second battery include cognitive measures of receptive vocabulary, literacy and math.
• The Peabody Picture Vocabulary Test--Fourth Edition (PPVT-IV; Dunn & Dunn, 2007) a 204-item test of receptive vocabulary in standard English.
• The Woodcock-Johnson Psycho-Educational Battery-Fourth Edition (WJ-IV; Schrank, Mather, & McGrew, 2014) including the Applied Problems and Letter-Word Identification subtests, ideally broad math and "reading."