***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: This study examined outcomes associated with the Family Check-Up ( FCU ) , an adaptive , tailored , family-centered intervention to enhance positive adjustment of middle school youth and prevent problem behavior . The FCU intervention model was delivered to families in 3 public middle schools . The study sample comprised 377 families , and participants were r and omly assigned to receive either the intervention or school as usual .  Participation in the intervention was relatively high , with 38 % of the families receiving the FCU . Participation in the intervention improved youth self-regulation over the 3 years of the study . Self-regulation skills , defined as effortful control , predicted both decreased depression and increased school engagement in high school , with small to medium effect sizes . The results have implication s for the delivery of mental health services in schools that specifically target family involvement and parenting skills Research Findings : Parental engagement with children  has been linked to a number of adaptive characteristics in preschool children , and relationships between families and professionals are an important contributor to school readiness . Furthermore , social – emotional competence is a key component of young children 's school readiness . This study reports the results of a r and omized trial of a parent engagement intervention ( Getting Ready ) design ed to facilitate school readiness among disadvantaged preschool children , with a particular focus on social – emotional outcomes .  Two hundred and twenty children were involved over the 4-year study period . Statistically significant differences were observed between treatment and control participants in the rate of change over a 2-year period on teacher reports for certain interpersonal competencies ( i.e. , attachment , initiative , and anxiety/withdrawal ) . In contrast , no statistically significant differences between groups over a 2-year period were noted for behavioral concerns ( anger/aggression , self-control , or behavioral problems ) as a function of the Getting Ready intervention . Practice or Policy : The intervention appears to be particularly effective at building social – emotional competencies beyond the effects experienced as a function of participation in Head Start programming alone . Limitations and implication s for future research are review ed 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 Youth in underserved , urban communities are at risk for a range of negative outcomes related to stress , including social-emotional difficulties , behavior problems , and poor academic performance .  Mindfulness-based approaches may improve adjustment among chronically stressed and disadvantaged youth by enhancing self-regulatory capacities . This paper reports findings from a pilot r and omized controlled trial assessing the feasibility , acceptability , and preliminary outcomes of a school-based mindfulness and yoga intervention .  Four urban public schools were r and omized to an  intervention or wait-list control condition ( n = 97 fourth and fifth grade rs , 60.8 % female ) . It was hypothesized that the 12-week intervention would reduce involuntary stress responses and improve mental health outcomes and social adjustment . Stress responses , depressive symptoms , and peer relations were assessed at baseline and post-intervention . Findings suggest the intervention was attractive to students , teachers , and school administrators and that it had a positive impact on problematic responses to stress including rumination , intrusive thoughts , and emotional arousal 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 Background Growing evidence suggests that childhood and adolescence self-regulation contributes to multiple health , educational and social outcomes . Considering the potential impact of self-regulation skills on improved life chances in conjunction with evidence suggesting that self-regulation can be modified by interventions , there is a need to identify interventions which are most effective in improving childhood and adolescence self-regulation . The present systematic review was design ed to determine the effectiveness of universal interventions focused on enhancing the  self-regulation of children and adolescents . As secondary outcomes , we will also examine the effectiveness of such interventions on distal health and social outcomes . Methods Eligible studies include r and omised controlled trials ( including cluster r and omised trials ) reporting on universal interventions design ed to improve self-regulation in childhood and adolescence ( age 0–19 years ) . The following data bases will be search ed for peer- review ed publications using an iterative search strategy : Medline , PsycINFO , EMBASE , ERIC , CINAHL Plus , British Education Index , Child Development & Adolescent Studies and CENTRAL without applying language or date filters . Additionally , reference lists and citations of included studies will be search ed for eligible studies . A 10 % proportion of the total titles and abstract s will be r and omly selected and screened independently by two review ers ( AP and DH ) . Results will be compared to ensure less than 5 % discrepancy , followed by screening of all results by one review er ( AP ) . Full-text review and data collection will be independently performed by two review ers . Any discrepancies will be solved by mutual discussion , and if unresolved , a third review er ( RV ) will be consulted . Meta- analysis will be conducted to quantify trial effects , if the data is sufficiently homogenous to allow quantitative synthesis . Otherwise , results will be described narratively . 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 . This will benefit policy makers , academicians , research ers , health professionals , and also , young people who will benefit from policy and interventions informed by this review . Systematic review registration CRD42016047661 Adolescence is a key developmental period for preventing substance use initiation , however prevention programs solely providing educational information about the dangers of substance use rarely change adolescent substance use behaviors . Recent research suggests that mind – body practice s such as yoga may have beneficial effects on several substance use risk factors , and that these practice s may serve as promising interventions for preventing adolescent substance use . The primary aim of the present study was to test the efficacy of yoga for reducing substance use risk factors during early adolescence . Seventh- grade students in a public school were r and omly assigned by classroom to receive either a 32-session yoga intervention  ( n = 117 ) in place of their regular physical education classes or to continue with physical-education-as-usual ( n = 94 ) . Participants ( 63.2 % female ; 53.6 % White ) completed pre- and post-intervention question naires assessing emotional self-regulation , perceived stress , mood impairment , impulsivity , substance use willingness , and actual substance use . Participants also completed question naires at 6-months and 1-year post-intervention . Results revealed that participants in the control condition were significantly more willing to try smoking cigarettes immediately post-intervention than participants in the yoga condition . Immediate pre- to post-intervention differences did not emerge for the remaining outcomes . However , long-term follow-up analyses revealed a pattern of delayed effects in which females in the yoga condition , and males in the control condition , demonstrated improvements in emotional self-control . The findings suggest that school-based yoga may have beneficial effects with regard to preventing males ’ and females ’ willingness to smoke cigarettes , as well as improving emotional self-control in females . However additional research is required , particularly with regard to the potential long-term effects of mind – body interventions in school setting s. The present study contributes to the literature on adolescence by examining school-based yoga as a novel prevention program for substance use risk factors Effective early education is essential for academic achievement and positive life outcomes , particularly for children in poverty . Advances in neuroscience suggest that a focus on self-regulation in education can enhance children ’s engagement in learning and establish beneficial academic trajectories in the early elementary grade s. Here , we experimentally evaluate an innovative approach to the education of  children in kindergarten that embeds support for self-regulation , particularly executive functions , into literacy , mathematics , and science learning activities . Results from a cluster r and omized controlled trial involving 29 schools , 79 classrooms , and 759 children indicated positive effects on executive functions , reasoning ability , the control of attention , and levels of salivary cortisol and alpha amylase . Results also demonstrated improvements in reading , vocabulary , and mathematics at the end of kindergarten that increased into the first grade . A number of effects were specific to high-poverty schools , suggesting that a focus on executive functions and associated aspects of self-regulation in early elementary education holds promise for closing the achievement gap PURPOSE A growing body of research documents the significance of siblings and sibling relationships for development , mental health , and behavioral risk across childhood and adolescence . Nonetheless , few well- design ed efforts have been undertaken to promote positive and reduce negative youth outcomes by enhancing sibling relationships . METHODS Based on a theoretical model of sibling influences , we conducted a r and omized trial of  Siblings  Are Special ( SIBS ) , a group-format afterschool program for fifth grade rs with a younger sibling in second through fourth grade s , which entailed 12 weekly afterschool sessions and three Family Nights . We tested program efficacy with a pre- and post-test design with 174 families r and omly assigned to condition . In home visits at both time points , we collected data via parent question naires , child interviews , and observer-rated videotaped interactions and teachers rated children 's behavior at school . RESULTS The program enhanced positive sibling relationships , appropriate strategies for parenting siblings , and child self-control , social competence , and academic performance ; program exposure was also associated with reduced maternal depression and child internalizing problems . Results were robust across the sample , not qualified by sibling gender , age , family demographics , or baseline risk . No effects were found for sibling conflict , collusion , or child externalizing problems ; we will examine follow-up data to determine if short-term impacts lead to reduced negative behaviors over time . CONCLUSIONS The breadth of the SIBS program 's impact is consistent with research suggesting that siblings are an important influence on development and adjustment and supports our argument that a sibling focus should be incorporated into youth and family-oriented prevention programs Children need to be equipped with the skills to respond effectively to stress and prevent poor decision-making surrounding alcohol and tobacco use . Training and practice in mindfulness is one possible avenue for building children 's skills . Recent research has revealed that mindfulness education in the classroom may play a role in enhancing children 's  self-regulatory abilities . Thus , the goal of the current study was to extend existing research in mindfulness education in classrooms and conduct an assessment of the feasibility and effectiveness of a new mindfulness education , substance abuse prevention program for fourth- and fifth- grade children ( Master Mind ) . Two elementary schools were r and omly assigned to be an intervention group  ( n = 71 ) or wait-list control group ( n = 40 ) . Students in the intervention group were taught the four-week Master Mind program by their regular classroom teachers . At pre- and postintervention time points , students completed self-reports of their intentions to use substances and an executive functioning performance task . Teachers rated students on their behavior in the classroom . Findings revealed that students who participated in the Master Mind program , as compared to those in the wait-list control condition , showed significant improvements in executive functioning skills ( girls and boys ) , as well as a marginally significant increase in self-control abilities ( boys only ) . In addition , significant reductions were found in aggression and social problems ( girls and boys ) , as well as anxiety ( girls only ) . No significant differences across groups were found for intentions to use alcohol or tobacco . Teachers implemented the program with fidelity ; both teachers and students positively rated the structure and content of the Master Mind program , providing evidence of program satisfaction and feasibility . Although generalization may be limited by the small sample size , the findings suggest that mindfulness education may be beneficial in increasing self-regulatory abilities , which is important for substance abuse prevention OBJECTIVE : To assess the effect of a physical activity ( PA ) intervention on brain and behavioral indices of executive control in preadolescent children . METHODS : Two hundred twenty-one children ( 7–9 years ) were r and omly assigned to a 9-month  afterschool PA program or a wait-list control . In addition to changes in fitness ( maximal oxygen consumption ) , electrical activity in the brain ( P3-ERP ) and behavioral measures ( accuracy , reaction time ) of executive control were collected by using tasks that modulated attentional inhibition and cognitive flexibility . RESULTS : Fitness improved more among intervention participants from pretest to posttest compared with the wait-list control ( 1.3 mL 
    Output:
    
Conclusions and Relevance A wide range of interventions were successful in improving self-regulation in children and adolescents .
There was improvement in distal academic , health , and behavioral outcomes in most intervention groups compared with controls