In the published article, the funding statement was omitted. The correct funding statement appears below.
Statements
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.
Summary
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
Volume
14 - 2023
Updates
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.