ArticleFrontiers in psychology2021
Examining Heterogeneity in the Impacts of Socio-Emotional Curricula in Preschool: A Quantile Treatment Effect Approach.
Article in Frontiers in psychology, 2021. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 1 paper, 1 of them a synthesis that pooled it.
What it found
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The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
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Who cites it
1 citing paper in PubMed, 1 synthesis or guideline pooled it.
- Universal interventions to improve young children's mental well-being: A systematic review and meta-analysis.Psychological bulletin · 2026Pooled it
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Authors and funding
2 authors.
Funding
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Abstract
We examine treatment effect heterogeneity using data from the Head Start CARES study, in which a sample of preschool centers was randomly assigned to either one of three curricula interventions targeting socio-emotional (SE) skills (i.e., emotional knowledge, problem-solving skills, and executive functions) or to continue using their "business-as-usual" curriculum. Most existing research estimates only mean differences between treatment and control groups, and uses simple subgroup analyses to assess treatment heterogeneity, which may overlook important variation in treatment effects across the
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