Mindfulness-based Intervention for Preschoolers
Conditions
Keywords
mindfulness, psychological well-being of preschoolers
Brief summary
The present study is a randomized controlled trial to evaluate the effectiveness of a mindfulness course on the psychological well-being of preschoolers (i.e., attention and impulsivity, prosocial behavior, empathy, emotion regulation and conduct). Participants will be randomized to either intervention (dots Curriculum) or wait-list control condition. Participants will complete a computerized task and they will be interviewed to complete a scenario test before (baseline) and after the intervention. The parents and class teacher will also be invited to complete a survey at baseline and after the intervention.
Interventions
BEHAVIORALdots Curriculum
dots is a mindfulness curriculum developed by Mindfulness in Schools Project (MiSP) for children aged 3-6 in pre-school settings. The program consists of 15-minute twice weekly lessons that span for fifteen weeks. dots has various suggestions for Have A Go after each session - both in the classroom and at home.
Sponsors
The University of Hong Kong
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
3 Years to 6 Years
Healthy volunteers
Yes
Inclusion criteria
* Aged 3-6 years * Studying in pre-school settings
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parent-reported Attention | Baseline, Immediately after intervention at Week 14 | The mean subscale score of a modified version of the Hyperactivity subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better attention. |
| Attention and Impulsivity | Baseline, Immediately after intervention at Week 14 | An aggregated T-score by taking the mean of the eight measures of Conners Kiddie Continuous Performance Test 2nd Edition (K-CPT 2), published by Multi-Health Systems. The eight measures are d-prime, Omissions, Commissions, Perseverations, Hit Reaction Time Standard Deviation, Variability, Hit Reaction Time Block Change, Hit Reaction Time Inter-Stimulus Interval Change. All eight measures were T-score with a population mean of 50 with a standard deviation of 10. The eight T-scores are averaged to give an overall representation of the children's attention and impulsivity. Lower score indicates better outcome. |
| Empathy | Baseline, Immediately after intervention at Week 14 | Scenario test depicting common social interactions faced by preschoolers. Two parallel versions are developed, each with four scenarios. For each scenario, the children are asked to identify the emotions of the character in the scenario. Answers of the same emotional valence (i.e. positive or negative) without probe score 2 points. Answer after probe score 1 point. Answers with different emotional valence or null responses score 0 points. The mean score of the four scenarios is calculated as the measure of empathy, ranging from 0 to 2. Higher scores indicate stronger empathy. |
| Prosocial Behavior | Baseline, Immediately after intervention at Week 14 | Scenario test depicting common social interactions faced by preschoolers. Two parallel versions are developed, each with four scenarios. For each scenario, the children are asked to identify the emotions of the character in the scenario. Answers of socially appropriate behaviors without probe score 2 points. Answer of socially appropriate behaviors after probe score 1 point. Answers with socially inappropriate behavior or null responses score 0 points. The mean score of the four scenarios is calculated as the measure of prosocial behavior, ranging from 0 to 2. Higher scores indicate more prosocial behavior. |
| Parent-reported Emotion Regulation | Baseline, Immediately after intervention at Week 14 | The mean subscale score of a modified version of the Emotional Problem subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better emotion regulation. |
| Parent-reported Prosocial Behavior | Baseline, Immediately after intervention at Week 14 | The mean subscale score of a modified version of the Prosocial subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated more prosocial behavior. |
| Parent-reported Conduct | baseline, immediately after intervention at Week 14 | The mean subscale score of a modified version of the Conduct Problem subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated less conduct problem. |
| Teacher-reported Attention | Baseline, Immediately after intervention at Week 14 | The mean subscale score of a modified version of the Hyperactivity subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better attention. |
| Teacher-reported Emotion Regulation | baseline, immediately after intervention at Week 14 | The mean subscale score of a modified version of the Emotional Problem subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better emotion regulation. |
| Teacher-reported Prosocial Behavior | baseline, immediately after intervention at Week 14 | The mean subscale score of a modified version of the Prosocial subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated more prosocial behavior. |
| Teacher-reported Conduct | baseline, immediately after intervention at Week 14 | The mean subscale score of a modified version of the Conduct Problem subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated less conduct problem. |
Countries
Hong Kong
Participant flow
Recruitment details
A whole grade of K3 kindergarteners was recruited from a kindergarten in Hong Kong.
Participants by arm
| Arm | Count |
|---|---|
| Intervention Group dots Curriculum: dots is a mindfulness curriculum developed by Mindfulness in Schools Project (MiSP) for children aged 3-6 in pre-school settings. The program consists of 15-minute twice weekly lessons that span for fifteen weeks. dots has various suggestions for Have A Go after each session - both in the classroom and at home. | 9 |
| Wait-list Control Participants in wait-list control group will receive the same intervention, two months after their counterparts in experimental group completed the intervention. | 9 |
| Total | 18 |
Withdrawals & dropouts
| Period | Reason | FG000 | FG001 |
|---|---|---|---|
| Overall Study | Migration | 1 | 1 |
Baseline characteristics
| Characteristic | Intervention Group | Total | Wait-list Control |
|---|---|---|---|
| Age, Continuous | 4.556 years STANDARD_DEVIATION 0.527 | 4.778 years STANDARD_DEVIATION 0.428 | 5.000000 years STANDARD_DEVIATION 0 |
| Race (NIH/OMB) American Indian or Alaska Native | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Asian | 9 Participants | 18 Participants | 9 Participants |
| Race (NIH/OMB) Black or African American | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) More than one race | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Native Hawaiian or Other Pacific Islander | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) Unknown or Not Reported | 0 Participants | 0 Participants | 0 Participants |
| Race (NIH/OMB) White | 0 Participants | 0 Participants | 0 Participants |
| Region of Enrollment Hong Kong | 9 participants | 18 participants | 9 participants |
| Sex: Female, Male Female | 5 Participants | 9 Participants | 4 Participants |
| Sex: Female, Male Male | 4 Participants | 9 Participants | 5 Participants |
Adverse events
| Event type | EG000 affected / at risk | EG001 affected / at risk |
|---|---|---|
| deaths Total, all-cause mortality | 0 / 9 | 0 / 9 |
| other Total, other adverse events | 0 / 9 | 0 / 9 |
| serious Total, serious adverse events | 0 / 9 | 0 / 9 |
Outcome results
Primary
Attention and Impulsivity
An aggregated T-score by taking the mean of the eight measures of Conners Kiddie Continuous Performance Test 2nd Edition (K-CPT 2), published by Multi-Health Systems. The eight measures are d-prime, Omissions, Commissions, Perseverations, Hit Reaction Time Standard Deviation, Variability, Hit Reaction Time Block Change, Hit Reaction Time Inter-Stimulus Interval Change. All eight measures were T-score with a population mean of 50 with a standard deviation of 10. The eight T-scores are averaged to give an overall representation of the children's attention and impulsivity. Lower score indicates better outcome.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Attention and Impulsivity | Baseline | 50.05 units on a scale | Standard Deviation 8.47 |
| Intervention Group | Attention and Impulsivity | After training | 48.32 units on a scale | Standard Deviation 7.43 |
| Wait-list Control | Attention and Impulsivity | Baseline | 53.45 units on a scale | Standard Deviation 7.7 |
| Wait-list Control | Attention and Impulsivity | After training | 56.17 units on a scale | Standard Deviation 9.31 |
Primary
Empathy
Scenario test depicting common social interactions faced by preschoolers. Two parallel versions are developed, each with four scenarios. For each scenario, the children are asked to identify the emotions of the character in the scenario. Answers of the same emotional valence (i.e. positive or negative) without probe score 2 points. Answer after probe score 1 point. Answers with different emotional valence or null responses score 0 points. The mean score of the four scenarios is calculated as the measure of empathy, ranging from 0 to 2. Higher scores indicate stronger empathy.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Empathy | Baseline | 1.53 units on a scale | Standard Deviation 0.36 |
| Intervention Group | Empathy | After training | 1.41 units on a scale | Standard Deviation 0.44 |
| Wait-list Control | Empathy | After training | 1.59 units on a scale | Standard Deviation 0.67 |
| Wait-list Control | Empathy | Baseline | 1.47 units on a scale | Standard Deviation 0.91 |
Primary
Parent-reported Attention
The mean subscale score of a modified version of the Hyperactivity subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better attention.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Parent-reported Attention | After training | 3.54 score on a scale | Standard Deviation 0.71 |
| Intervention Group | Parent-reported Attention | Baseline | 3.58 score on a scale | Standard Deviation 0.43 |
| Wait-list Control | Parent-reported Attention | After training | 3.50 score on a scale | Standard Deviation 0.59 |
| Wait-list Control | Parent-reported Attention | Baseline | 3.46 score on a scale | Standard Deviation 0.62 |
Primary
Parent-reported Conduct
The mean subscale score of a modified version of the Conduct Problem subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated less conduct problem.
Time frame: baseline, immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Parent-reported Conduct | Baseline | 3.42 score on a scale | Standard Deviation 0.5 |
| Intervention Group | Parent-reported Conduct | After training | 3.58 score on a scale | Standard Deviation 0.61 |
| Wait-list Control | Parent-reported Conduct | After training | 3.54 score on a scale | Standard Deviation 0.35 |
| Wait-list Control | Parent-reported Conduct | Baseline | 3.63 score on a scale | Standard Deviation 0.63 |
Primary
Parent-reported Emotion Regulation
The mean subscale score of a modified version of the Emotional Problem subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better emotion regulation.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Parent-reported Emotion Regulation | After training | 3.88 score on a scale | Standard Deviation 0.43 |
| Intervention Group | Parent-reported Emotion Regulation | Baseline | 3.88 score on a scale | Standard Deviation 0.4 |
| Wait-list Control | Parent-reported Emotion Regulation | After training | 3.88 score on a scale | Standard Deviation 0.43 |
| Wait-list Control | Parent-reported Emotion Regulation | Baseline | 3.81 score on a scale | Standard Deviation 0.55 |
Primary
Parent-reported Prosocial Behavior
The mean subscale score of a modified version of the Prosocial subscale of the parent-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated more prosocial behavior.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Parent-reported Prosocial Behavior | After training | 4.00 score on a scale | Standard Deviation 0.36 |
| Intervention Group | Parent-reported Prosocial Behavior | Baseline | 3.67 score on a scale | Standard Deviation 0.36 |
| Wait-list Control | Parent-reported Prosocial Behavior | After training | 4.04 score on a scale | Standard Deviation 0.52 |
| Wait-list Control | Parent-reported Prosocial Behavior | Baseline | 4.08 score on a scale | Standard Deviation 0.43 |
Primary
Prosocial Behavior
Scenario test depicting common social interactions faced by preschoolers. Two parallel versions are developed, each with four scenarios. For each scenario, the children are asked to identify the emotions of the character in the scenario. Answers of socially appropriate behaviors without probe score 2 points. Answer of socially appropriate behaviors after probe score 1 point. Answers with socially inappropriate behavior or null responses score 0 points. The mean score of the four scenarios is calculated as the measure of prosocial behavior, ranging from 0 to 2. Higher scores indicate more prosocial behavior.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Prosocial Behavior | Baseline | 1.38 score on a scale | Standard Deviation 0.92 |
| Intervention Group | Prosocial Behavior | After training | 1.50 score on a scale | Standard Deviation 0.76 |
| Wait-list Control | Prosocial Behavior | Baseline | 1.75 score on a scale | Standard Deviation 0.71 |
| Wait-list Control | Prosocial Behavior | After training | 1.50 score on a scale | Standard Deviation 0.76 |
Primary
Teacher-reported Attention
The mean subscale score of a modified version of the Hyperactivity subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better attention.
Time frame: Baseline, Immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Teacher-reported Attention | Baseline | 4.17 score on a scale | Standard Deviation 0.61 |
| Intervention Group | Teacher-reported Attention | After training | 4.63 score on a scale | Standard Deviation 0.28 |
| Wait-list Control | Teacher-reported Attention | Baseline | 3.83 score on a scale | Standard Deviation 0.99 |
| Wait-list Control | Teacher-reported Attention | After training | 4.13 score on a scale | Standard Deviation 0.56 |
Primary
Teacher-reported Conduct
The mean subscale score of a modified version of the Conduct Problem subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated less conduct problem.
Time frame: baseline, immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Teacher-reported Conduct | Baseline | 4.71 score on a scale | Standard Deviation 0.28 |
| Intervention Group | Teacher-reported Conduct | Weew | 4.96 score on a scale | Standard Deviation 0.12 |
| Wait-list Control | Teacher-reported Conduct | Baseline | 4.42 score on a scale | Standard Deviation 0.66 |
| Wait-list Control | Teacher-reported Conduct | Weew | 4.46 score on a scale | Standard Deviation 0.47 |
Primary
Teacher-reported Emotion Regulation
The mean subscale score of a modified version of the Emotional Problem subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated better emotion regulation.
Time frame: baseline, immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Teacher-reported Emotion Regulation | Baseline | 4.71 score on a scale | Standard Deviation 0.45 |
| Intervention Group | Teacher-reported Emotion Regulation | After training | 4.96 score on a scale | Standard Deviation 0.12 |
| Wait-list Control | Teacher-reported Emotion Regulation | After training | 4.79 score on a scale | Standard Deviation 0.31 |
| Wait-list Control | Teacher-reported Emotion Regulation | Baseline | 4.33 score on a scale | Standard Deviation 0.87 |
Primary
Teacher-reported Prosocial Behavior
The mean subscale score of a modified version of the Prosocial subscale of the teacher-reported Strengths and Difficulties Questionnaire (SDQ). Originally negative Items were changed into positive wording. The subscale consisted of 3 items, rated on a 5-point Likert scale ranging from 1 (never) to 5 (always). Higher score indicated more prosocial behavior.
Time frame: baseline, immediately after intervention at Week 14
| Arm | Measure | Group | Value (MEAN) | Dispersion |
|---|---|---|---|---|
| Intervention Group | Teacher-reported Prosocial Behavior | Baseline | 3.79 score on a scale | Standard Deviation 0.36 |
| Intervention Group | Teacher-reported Prosocial Behavior | After training | 4.00 score on a scale | Standard Deviation 0.36 |
| Wait-list Control | Teacher-reported Prosocial Behavior | Baseline | 4.08 score on a scale | Standard Deviation 0.43 |
| Wait-list Control | Teacher-reported Prosocial Behavior | After training | 4.04 score on a scale | Standard Deviation 0.52 |