Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE): Initial open trial of a novel early intervention fostering the development of preschoolers’ self-regulation

Abstract

Poor self-regulation during the preschool years predicts a wide array of adverse adult outcomes and, as such, is an important treatment target. We assessed the efficacy of a novel early intervention aimed at fostering the development of preschoolers’ self-regulation. Enhancing Neurobehavioral Gains with the Aid of Games and Exercise (ENGAGE) involves parents and children playing a wide range of games targeting self-regulation on a daily basis over a 5-week period. Twenty-five New Zealand families, in whom parents identified their children as difficult to manage, took part in this study. Parent hyperactivity, aggression, and attention problems ratings on the BASC-2 were used to assess improvements in behavioral self-regulation, and subtests of the Stanford Binet-5 and NEPSY-2 were used to assess improvements in cognitive control. Improvements in parent-rated hyperactivity, aggression, and attention problems were maintained throughout the 12-month follow-up. In addition, improvements were found in two neurocognitive areas associated with self-regulation. While more rigorous randomized controlled trials are necessary, ENGAGE shows promise as a novel intervention for developing self-regulation in at-risk preschoolers.

Keywords:

• At-risk
• Preschoolers
• Self-regulation
• Early-intervention

This research was supported by a University of Otago Research Grant. The authors would like to acknowledge the invaluable assistance of Dianne Morrison, Henry Pharo, Burt Hatch, Emily Macleod, Naomi White, Jake Dickson, Valerie Tan, Marea Colombo, Helen Zdrenka, Jasmine Harding, Ben Jaquiery, and Stephanie Kennerley who assisted in testing the children and running the ENGAGE intervention groups; and most of all we would like to thank the families who participated in this research.