Skip to main content

CORRECTION article

Front. Psychol., 01 August 2023
Sec. Developmental Psychology
Volume 14 - 2023 | https://doi.org/10.3389/fpsyg.2023.1261076

Corrigendum: Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

This article is a correction to:

  1. Moving beyond dosage and adherence: A protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

    1. Read original article
\r\nBrianna L. Devlin &#x;Brianna L. Devlin1*†Tanya M. PaesTanya M. Paes1Elyssa A. Geer&#x;Elyssa A. Geer1†Lindsey M. BryantLindsey M. Bryant1Tracy M. Zehner&#x;Tracy M. Zehner1†Irem KorucuIrem Korucu2Kathleen MorseKathleen Morse1Robert J. DuncanRobert J. Duncan1David J. PurpuraDavid J. Purpura1Sara A. Schmitt&#x;Sara A. Schmitt1†
  • 1Human Development and Family Studies, Purdue University, West Lafayette, IN, United States
  • 2Yale Center for Emotional Intelligence, School of Medicine, Yale University, New Haven, CT, United States

A corrigendum on
Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions

by Devlin, B. L., Paes, T. M., Geer, E. A., Bryant, L. M., Zehner, T. M., Korucu, I., Morse, K., Duncan, R. J., Purpura, D. J., and Schmitt, S. A. (2023). Front. Psychol. 13:1014713. doi: 10.3389/fpsyg.2022.1014713

In the published article, the funding statement was omitted. The correct funding statement appears below.

Funding

This work was supported by the National Science Foundation, Award #2000641.

The authors apologize for this error and state that this does not change the scientific conclusions of the article in any way. The original article has been updated.

Publisher's note

All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article, or claim that may be made by its manufacturer, is not guaranteed or endorsed by the publisher.

Keywords: social-emotional learning (SEL), social-emotional learning interventions, implementation, child engagement, participant responsiveness, preschool

Citation: Devlin BL, Paes TM, Geer EA, Bryant LM, Zehner TM, Korucu I, Morse K, Duncan RJ, Purpura DJ and Schmitt SA (2023) Corrigendum: Moving beyond dosage and adherence: a protocol for capturing dimensions of active child engagement as a measure of fidelity for social-emotional learning interventions. Front. Psychol. 14:1261076. doi: 10.3389/fpsyg.2023.1261076

Received: 18 July 2023; Accepted: 19 July 2023;
Published: 01 August 2023.

Approved by:

Frontiers Editorial Office, Frontiers Media SA, Switzerland

Copyright © 2023 Devlin, Paes, Geer, Bryant, Zehner, Korucu, Morse, Duncan, Purpura and Schmitt. This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.

*Correspondence: Brianna L. Devlin, bldevlin@uoregon.edu

†Present address: Brianna Devlin, Elyssa Geer, Tracy Zehner and Sara Schmitt, Prevention Science Institute, University of Oregon, Eugene, OR, United States

Disclaimer: All claims expressed in this article are solely those of the authors and do not necessarily represent those of their affiliated organizations, or those of the publisher, the editors and the reviewers. Any product that may be evaluated in this article or claim that may be made by its manufacturer is not guaranteed or endorsed by the publisher.