***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: OBJECTIVE : To evaluate the impact of an early childhood , family-centered , school-based intervention on  children ’s kindergarten academic achievement . METHODS : This was a cluster ( school ) r and omized controlled trial with assessment s from pre-kindergarten ( pre-k ) entry through the end of kindergarten . The setting was 10 public elementary schools with 26 pre-k classes in 2 school districts in urban disadvantaged neighborhoods serving a largely black , low-income population . Participants were 1050 black and Latino , low-income children ( age 4 ; 88 % of pre-k population ) enrolled in 10 schools over 4 years . Universal intervention aim ed to promote self-regulation and early learning by strengthening positive behavior support and effective behavior management at home and school , and increasing parent involvement in education . Intervention included after-school group sessions for families of pre-k students ( 13 2-hour sessions ; co-led by pre-k teachers ) and professional development for pre-k and kindergarten teachers . The outcome measures were st and ardized test scores of kindergarten reading , writing , and math achievement by independent evaluators masked to intervention condition ( primary outcome ) ; developmental trajectories of teacher-rated academic performance from pre-k through kindergarten ( secondary outcome ) . RESULTS : Relative to children in control schools , children in intervention schools had higher kindergarten achievement test scores ( Cohen ’s d = 0.18 , mean difference = 2.64 , SE = 0.90 , P = .03 ) and higher teacher-rated academic performance ( Cohen ’s d = 0.25 , mean difference = 5.65 , SE = 2.34 , P = .01 ) . CONCLUSIONS : Early childhood population -level intervention that enhances both home and school environments shows promise to advance academic achievement among minority children from disadvantaged , urban neighborhoods Self-regulatory abilities are robust predictors of important outcomes across the life span , yet they are rarely taught explicitly in school . Using a r and omized controlled design , the present study investigated the effects of a 12-week mindfulness-based Kindness Curriculum ( KC ) delivered in a public school setting on executive function , self-regulation , and prosocial behavior in a sample of 68 preschool children . The KC intervention group showed greater improvements in social competence and earned higher report card grade s in domains of learning , health , and social-emotional development , whereas the control group exhibited more selfish behavior over time . Interpretation of effect sizes overall indicate small to medium effects favoring the KC group on measures of cognitive flexibility and delay of gratification . Baseline functioning was found to moderate treatment effects with KC children initially lower in social competence and executive functioning demonstrating larger gains in social competence relative to the control group . These findings , observed over a relatively short intervention period , support the promise of this program for promoting self-regulation and prosocial behavior in young children . They also support the need for future investigation of program implementation across diverse setting Based on theoretically driven models , the Chicago School Readiness Project ( CSRP ) targeted low-income children 's school readiness through the mediating mechanism of self-regulation . The CSRP is a multicomponent , cluster-r and omized efficacy trial implemented in 35 Head Start-funded classrooms ( N = 602 children ) . The analyses confirm that the CSRP improved low-income children 's self-regulation skills ( as indexed by attention/impulse control and executive function ) from fall to spring of the Head Start year . Analyses also suggest significant benefits of CSRP for children 's preacademic skills , as measured by vocabulary , letter-naming , and math skills . Partial support was found for improvement in children 's self-regulation as a hypothesized mediator for children 's gains in academic readiness . Implication s for programs and policies that support young children 's behavioral health and academic success are discussed Despite their potentially central role in fostering school readiness , executive function ( EF ) skills have received little explicit attention in the design and evaluation of school readiness interventions for socioeconomically disadvantaged children . The present study examined a set of five EF measures in the context of a r and omized-controlled trial of a research -based intervention integrated into Head Start programs ( Head Start REDI ) .  Three hundred fifty-six 4-year-old children ( 17 % Hispanic , 25 % African American ; 54 % girls ) were followed over the course of the prekindergarten year .  Initial EF predicted gains in cognitive and social-emotional skills and moderated the impact of the Head Start REDI intervention  on some outcomes . The REDI intervention promoted gains on two EF measures , which partially mediated intervention effects on school readiness . We discuss the importance of further study of the neurobiological bases of school readiness , the implication s for intervention design , and the value of incorporating markers of neurobiological processes into school readiness interventions Why does self-control predict such a wide array of positive life outcomes ? Conventional wisdom holds that self-control is used to effortfully inhibit maladaptive impulses , yet this view conflicts with emerging evidence that self-control is associated with less inhibition in daily life . We propose that one of the reasons individuals with better self-control use less  effortful inhibition  , yet make better progress on their goals is that they rely on beneficial habits . Across 6 studies ( total N = 2,274 ) , we found support for this hypothesis . In Study 1 , habits for eating healthy snacks , exercising , and getting consistent sleep mediated the effect of self-control on both increased automaticity and lower reported effortful inhibition in enacting those behaviors . In Studies 2 and 3 , study habits mediated the effect of self-control on reduced motivational interference during a work-leisure conflict and on greater ability to study even under difficult circumstances . In Study 4 , homework habits mediated the effect of self-control on classroom engagement and homework completion . Study 5 was a prospect i ve longitudinal study of teenage youth who participated in a 5-day meditation retreat .  Better self-control before the retreat predicted stronger meditation habits 3 months after the retreat , and habits mediated the effect of self-control on successfully accomplishing meditation practice goals . Finally , in Study 6 , study habits mediated the effect of self-control on homework completion and 2 objective ly measured long-term academic outcomes : grade point average and first-year college persistence . Collectively , these results suggest that beneficial habits-perhaps more so than effortful inhibition-are an important factor linking self-control with positive life outcomes 
    Output:
    
Discussion The evidence derived from the systematic review will strengthen the evidence base to inform planning of effective interventions targeting self-regulation skills in childhood and adolescence .