Neural and Psychophysiological Measures in Early Childhood Interventions Targeting Social-Emotional Skills, Self-Regulation and Executive Functions: A Scoping Review

Özdemir Beceren B., Sarıtaş S.

INTERNATIONAL JOURNAL OF SPECIAL EDUCATION, cilt.1, sa.2, ss.13-19, 2026 (ESCI, Scopus)

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 1 Sayı: 2
  • Basım Tarihi: 2026
  • Dergi Adı: INTERNATIONAL JOURNAL OF SPECIAL EDUCATION
  • Derginin Tarandığı İndeksler: Education Source Ultimate (EBSCO), Scopus, Emerging Sources Citation Index (ESCI), IBZ Online, Education Abstracts, EBSCO Education Source, Directory of Open Access Journals
  • Sayfa Sayıları: ss.13-19
  • Çanakkale Onsekiz Mart Üniversitesi Adresli: Evet

Özet

Neural and psychophysiological measures are increasingly included in early

childhood intervention research, but their contribution to understanding

everyday functioning remains unclear. This scoping review mapped these

measures in social-emotional learning and self-regulation interventions

delivered in, or designed for, early childhood education. Following JBI

guidance and PRISMA-ScR, PubMed, ERIC, Web of Science and Scopus

were searched. We charted study designs, interventions, settings,

physiological modalities, reporting practices and associations with behavior.

Screening 4,124 unique records yielded 41 reports representing 40 studies.

Twenty-four studies measured neural activity and 17 measured peripheral

physiology, with one combining both. Task EEG/ERP (19 studies) and

salivary cortisol (12) predominated. Only three studies evaluated SEL

curricula, and teachers independently delivered ten programs. Among 21

neural studies with identifiable analytic samples, the median was 41

children. Seventeen studies did not test physiology–behavior associations,

and only two assessed physiology as a mediator of intervention effects.

Eleven controlled studies measured N2/N200, but variation in tasks,

contrasts and designs prevented pooling. Sensitivity analyses retained the

main descriptive patterns. Current evidence better documents physiological

responses to focused training than links to classroom functioning. Research

connecting prespecified physiological hypotheses with sustained behavioral

and educational outcomes is needed.