Data

Rhythm and Movement for Self-Regulation (RAMSR) RCT

Queensland University of Technology
Williams, Kate ; Bentley, Laura
Viewed: [[ro.stat.viewed]] Cited: [[ro.stat.cited]] Accessed: [[ro.stat.accessed]]
ctx_ver=Z39.88-2004&rft_val_fmt=info%3Aofi%2Ffmt%3Akev%3Amtx%3Adc&rfr_id=info%3Asid%2FANDS&rft_id=info:doi10.25912/RDF_1710912166290&rft.title=Rhythm and Movement for Self-Regulation (RAMSR) RCT dataset&rft.identifier=10.25912/RDF_1710912166290&rft.publisher=Queensland University of Technology&rft.description=This randomised control trial (RCT) dataset includes data for 213 children who participated in the RAMSR (Rhythm and Movement for Self-Regulation) intervention trial from 2020 to 2021.  Measures were taken at three time points (pre intervention, post intervention, and 6-month follow-up), across the children's kindergarten year (year before school) and their first year of formal school (Prep).  Key constructs included self-regulation and executive function. is a program for young children that aims to support their attentional and emotional regulation skills, as well as mental flexibility, inhibition, and working memory (the executive functions).  It is based on a number of neurological areas of research, including music therapy, the cognitive benefits of music education, and self-regulation development. &rft.creator=Williams, Kate &rft.creator=Bentley, Laura &rft.date=2024&rft.edition=1&rft.relation=https://eprints.qut.edu.au/240642/&rft.relation=https://eprints.qut.edu.au/237004/&rft.coverage=153.317870,-26.996845 152.668523,-26.996845 152.668523,-27.767441 153.317870,-27.767441 153.317870,-26.996845&rft_rights=© Queensland University of Technology, 2024.&rft_rights=Creative Commons Attribution-NonCommercial-No Derivatives 3.0 http://creativecommons.org/licenses/by-nc-nd/4.0/&rft_subject=Self-regulation&rft_subject=Child development&rft_subject=Specialist studies in education&rft_subject=EDUCATION&rft_subject=Executive function&rft_subject=Music&rft_subject=Early childhood&rft_subject=Early childhood development&rft_subject=Intervention&rft_subject=Education systems&rft.type=dataset&rft.language=English Access the data
Cite Saved to MyRDA Save to MyRDA

Licence & Rights:

Non-Derivative Licence view details
CC-BY-NC-ND

Creative Commons Attribution-NonCommercial-No Derivatives 3.0
http://creativecommons.org/licenses/by-nc-nd/4.0/

© Queensland University of Technology, 2024.

Access:

Other view details

You could be required to indicate your intended use of the data and to fulfil other terms and conditions as determined by the data owners.

Contact Information

Postal Address:
Professor Kate Williams

k15.williams@qut.edu.au

Full description

This randomised control trial (RCT) dataset includes data for 213 children who participated in the RAMSR (Rhythm and Movement for Self-Regulation) intervention trial from 2020 to 2021.  Measures were taken at three time points (pre intervention, post intervention, and 6-month follow-up), across the children's kindergarten year (year before school) and their first year of formal school (Prep).  Key constructs included self-regulation and executive function.

is a program for young children that aims to support their attentional and emotional regulation skills, as well as mental flexibility, inhibition, and working memory (the executive functions).  It is based on a number of neurological areas of research, including music therapy, the cognitive benefits of music education, and self-regulation development.

Data time period: 02 03 2020 to 31 03 2021

This dataset is part of a larger collection

Click to explore relationships graph
Help

Related Publications

  • Associated with Bentley, Laura, Eager, Rebecca, Savage, Sally, Nielson, Cathy, White, Sonia, & Williams, Kate (2023) A translational application of music for preschool cognitive development: RCT evidence for improved executive function, self-regulation, and school readiness. Developmental Science, 26(5), Article number: e13358.
    uri : eprints.qut.edu.au/237004/
  • Associated with Williams, Kate, Bentley, Laura, Savage, Sally, Eager, Rebecca, & Nielson, Cathy (2023) Rhythm and movement delivered by teachers supports self-regulation skills of preschool-aged children in disadvantaged communities: A clustered RCT. Early Childhood Research Quarterly, 65, pp. 115-128.
    uri : eprints.qut.edu.au/240642/

Related People

Related Websites

153.31787,-26.99685 152.66852,-26.99685 152.66852,-27.76744 153.31787,-27.76744 153.31787,-26.99685

152.9931965,-27.382143

Subjects
Child development | Education | Early childhood | Early childhood development | Education Systems | Executive function | Intervention | Music | Self-regulation | Specialist Studies in Education |

User Contributed Tags    

Login to tag this record with meaningful keywords to make it easier to discover

Identifiers