footnote238
Negative value favors the intervention.
Early Head Start Home-Based Option
Model effectiveness research report last updated: 2016
Effects shown in research & outcome measure details
Child development and school readiness
Findings rated high
146
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|
| CBCL Aggressive behavior | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = -0.09 | Not statistically significant, p ≥ 0.05 | ||
| FACES positive approaches to learning | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.18 | Statistically significant, p < 0.01 | ||
| FACES Social Behavior Problems | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = -0.13 | Statistically significant, p < 0.05 | footnote238Negative value favors the intervention. |
|
| Child has an individualized education plan | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = -0.02 | Not statistically significant, p ≥ 0.05 | footnote238Negative value favors the intervention. |
|
| Engagement during play | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.04 | Not statistically significant, p ≥ 0.05 | ||
| English receptive vocabulary (PPVT) | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.05 | Not statistically significant, p ≥ 0.05 | ||
| Leiter attention sustained | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.09 | Not statistically significant, p ≥ 0.05 | ||
| Negativity toward parent during play | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = -0.01 | Not statistically significant, p ≥ 0.05 | footnote238Negative value favors the intervention. |
|
| Observed attention | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.07 | Not statistically significant, p ≥ 0.05 | ||
| Observed Leiter emotion regulation | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.02 | Not statistically significant, p ≥ 0.05 | ||
| Speech problems | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = -0.10 | Not statistically significant, p ≥ 0.05 | footnote238Negative value favors the intervention. |
|
| Woodcock Johnson Applied Problems | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.08 | Not statistically significant, p ≥ 0.05 | ||
| Woodcock Johnson Letter-Word identification (English) | FavorableUnfavorable or ambiguousNo Effect |
Age 5 | Home-based program approach | Not reported | Not reported | Not reported | Study reported = 0.03 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
CBCL Aggressive behavior |
The Child Behavior Checklist is a questionnaire that assesses behavioral problems in young children. | Parent survey | Internal consistency= 0.89 |
|
FACES positive approaches to learning |
Subscales from Family and Child Experiences Survey (FACES) assessed child social-emotional functioning, social skills, and positive approaches to learning. | Parent survey | Internal consistency= 0.64 |
|
FACES Social Behavior Problems |
Subscales from Family and Child Experiences Survey (FACES) assessed child social-emotional functioning, social skills, and positive approaches to learning. | Parent survey | Internal consistency= 0.76 |
|
Child has an individualized education plan |
Percent of parents who report that their child has an individualized education plan. | Parent survey | Not reported by author |
|
Engagement during play |
Assessment of parent-child semistructured play evaluated children’s engagement with parent and negativity toward parents. The free play tasks and coding scheme used were adapted from the National Institute of Child Health and Development (NICHD) Study of Early Child Care. | Videotape observation | Intercoder reliability= 96% |
|
English receptive vocabulary (PPVT) |
The Peabody Picture Vocabulary Test (PPVT)-III assesses receptive vocabulary for Standard American English in young children. | Child assessment | Internal consistency= 0.96 |
|
Leiter attention sustained |
The Leiter-R Sustained Attention test assesses skills in memory or attention in children. | Child assessment | Internal consistency= 0.75 |
|
Negativity toward parent during play |
The child’s behavior during a play task was coded. Child engagement with parent was measured as the extent to which the child interacted with the parent and communicated positive feelings. Child negativity toward parent measured displays of anger, rejection, or a negative reaction to parent’s behavior. Child sustained attention with objects was measured as the duration of the child’s focus on an object or set of objects. | Videotape observation | Intercoder reliability= 99% |
|
Observed attention |
The Leiter-R Sustained Attention test assesses skills in memory or attention in children. | Child assessment | Internal consistency= 0.93 |
|
Observed Leiter emotion regulation |
The Leiter-R Sustained Attention test assesses skills in memory or attention in children. | Child assessment | Internal consistency= 0.93 |
|
Speech problems |
Parent survey response. | Parent survey | Not reported by author |
|
Woodcock Johnson Applied Problems |
The Woodcock-Johnson-Revised Test (WJ-R) assesses scholastic ability and intelligence in children. The Applied Problems subscale measures symbolic representation, counting, and simple addition and subtraction. | Child assessment | Internal consistency= 0.91 |
|
Woodcock Johnson Letter-Word identification (English) |
The Woodcock-Johnson-Revised Test (WJ-R) assesses scholastic ability and intelligence in children. The Letter-Word Identification subscale measures recognition of letters and words. | Child assessment | Internal consistency= 0.84 |
146
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|
| Child aggression (24 months) | FavorableUnfavorable or ambiguousNo Effect |
24 months | one site from larger EHS evaluation | Not reported | Not reported | coeff = 0.06 | Not available | Not statistically significant, p ≥ 0.05 | footnote152Higher score equals unfavorable; Note that this outcome controls for physical punishment at 24 months |
|
| Child aggression (36 months) | FavorableUnfavorable or ambiguousNo Effect |
36 months | one site from larger EHS evaluation | Not reported | Not reported | coeff = 0.07 | Not available | Not statistically significant, p ≥ 0.05 | footnote153Higher score equals unfavorable; Note that this outcome measures the incremental impact between 24 months and 36 months and also controls for aggression at 24 months) |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
Child aggression |
For a 19-item subscale on aggression from the Child Behavior Checklist, the number of times a behavior was never true, true, or often true of the child | Parent/caregiver report | Cronbach's α = 0.85 |
146
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| FACES aggression | FavorableUnfavorable or ambiguousNo Effect |
Kindergarten entry | EHS-HBO impact study | 928 children | Adjusted mean = 2.60 | Adjusted mean = 2.70 | Mean difference = -0.10 | Study reported = -0.07 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
FACES: Aggression |
Subscales from FACES assessed child social-emotional functioning, social skills, and positive approaches to learning. | Child assessment | Cronbach’s α = 0.64 |
146
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| CBCL – Aggression | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 966 children | Adjusted mean = 10.40 | Adjusted mean = 10.50 | Mean difference = -0.10 | Study reported = -0.01 | Not statistically significant, p ≥ 0.05 |
| Average MacArthur CDI – Sentence Complexity | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 966 children | Adjusted mean = 8.50 | Adjusted mean = 7.80 | Mean difference = 0.70 | Study reported = 0.08 | Not statistically significant, p ≥ 0.05 |
| MacArthur CDI – Vocabulary Production | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 966 children | Adjusted mean = 56.40 | Adjusted mean = 53.50 | Mean difference = 2.90 | Study reported = 0.13 | Not statistically significant, p ≥ 0.05 |
| Percentage MacArthur CDI combining words | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 966 children | Adjusted mean = 77.30 | Adjusted mean = 75.60 | Mean difference = 1.70 | Study reported = 0.04 | Not statistically significant, p ≥ 0.05 |
| Percentage with sentence complexity <2 | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 966 children | Adjusted mean = 28.30 | Adjusted mean = 30.20 | Mean difference = -1.90 | Study reported = -0.04 | Not statistically significant, p ≥ 0.05 |
| Percentage with vocabulary production <25 | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 966 children | Adjusted mean = 11.30 | Adjusted mean = 11.20 | Mean difference = 0.10 | Study reported = 0.01 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
CBCL: Aggression |
The CBCL is a questionnaire that assesses behavioral problems in young children. | Parent/caregiver report | Not reported by author |
|
MacArthur CDI – Vocabulary ProductionPercentage with vocabulary production < 25Percent MacArthur CDI combining wordsAverage MacArthur CDI – Sentence ComplexityPercentage with sentence complexity < 2 |
The CDI assesses language development in young children. Vocabulary production measured the number of words out of 100 the parent had heard the child say. Sentence production measured the extent to which the child used more grammatically complex sentences. Percentage combining words measured the Percentage of children who are using at least two-word phrases. The researchers also examined the percentage with vocabulary production < 85 and sentence complexity <2. | Parent/caregiver report | Not reported by author |
Findings rated moderate
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| Bayley BRS: Orientation/Engagement | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 3.90 | Adjusted mean = 3.80 | Mean difference = 0.00 | Study reported = 3.40 | Not statistically significant, p ≥ 0.05 |
| Bayley Behavioral Rating Scale(BRS): Emotional regulation | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 4.00 | Adjusted mean = 4.00 | Mean difference = 0.00 | Study reported = 2.10 | Not statistically significant, p ≥ 0.05 |
| Bayley Mental DevelopmentIndex(MDI)Standard Score | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 746 children | Adjusted mean = 94.10 | Adjusted mean = 92.80 | Mean difference = 1.20 | Study reported = 9.50 | Not statistically significant, p ≥ 0.05 |
| Child behavior checklist - aggressive behavior | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 746 children | Adjusted mean = 11.20 | Adjusted mean = 11.70 | Mean difference = -0.50 | Study reported = -7.80 | Not statistically significant, p ≥ 0.05 |
| Engagement of parent during parent-child puzzle challenge task | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 5.10 | Adjusted mean = 5.00 | Mean difference = 0.10 | Study reported = 5.60 | Not statistically significant, p ≥ 0.05 |
| Engagement of parent during parent-child semistructured play | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 4.80 | Adjusted mean = 4.60 | Mean difference = 0.20 | Study reported = 19.20 | Statistically significant, p < 0.05 |
| Frustration during parent-child puzzle challenge task | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 2.70 | Adjusted mean = 2.60 | Mean difference = 0.10 | Study reported = 5.90 | Not statistically significant, p ≥ 0.05 |
| Negativity toward parent during parent-child semistructured play | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 1.30 | Adjusted mean = 1.30 | Mean difference = 0.00 | Study reported = -6.60 | Not statistically significant, p ≥ 0.05 |
| Peabody Picture Vocabulary Test (PPVT)-III Standard Score | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 746 children | Adjusted mean = 84.60 | Adjusted mean = 83.10 | Mean difference = 1.50 | Study reported = 9.10 | Not statistically significant, p ≥ 0.05 |
| Percentage with PPVT-III<85 | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 746 children | % = 45.60 | % = 48.60 | = -3.00 | Study reported = -6.10 | Not statistically significant, p ≥ 0.05 |
| Percentage with MDI <85 | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 746 children | % = 20.50 | % = 22.00 | = -1.40 | Study reported = -3.10 | Not statistically significant, p ≥ 0.05 |
| Persistence during parent-child puzzle challenge task | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 4.70 | Adjusted mean = 4.60 | Mean difference = 0.10 | Study reported = 12.00 | Not statistically significant, p ≥ 0.05 |
| Sustained attention with objects during parent-child semistructured play | FavorableUnfavorable or ambiguousNo Effect |
Age 3 | EHS-HBO impact study | 744 children | Adjusted mean = 5.00 | Adjusted mean = 4.90 | Mean difference = 0.10 | Study reported = 10.60 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
Bayley BRS : Orientation/Engagement |
The Bayley BRS assesses child behavior, with each item scored on a 5-point scale. Orientation and engagement was an average score on items including positive affect, interest in materials, and exploration of objects and surroundings. | Child assessment | Not reported by author |
|
Bayley Behavioral Rating Scale(BRS): Emotional regulation |
The Bayley BRS assesses child behavior, with each item scored on a 5-point scale. Emotional regulation was an average score on items including negative affect and attention adaptation to change in test materials. | Trained assessor ratings | Not reported by author |
|
Bayley Mental DevelopmentIndex(MDI)Standard Score |
The MDI of the BSI D assesses the cognitive functioning of young children. | Child assessment | Not reported by author |
|
Child behavior checklist - aggressive behavior |
The CBCL is a questionnaire that assesses behavioral problems in young children. | Parent/caregiver report | Not reported by author |
|
Engagement of parent during parent-child puzzle challenge task |
Children were given puzzles at increasing levels of challenge to work on with their parent. The task was videotaped, and child and parent behaviors were coded on a 7-point scale by child development researchers according to strict protocols. The scales are based on a puzzle task used by Brooks-Gunn et al. (1992) in the Newark Observational Study of the Teenage Parent Demonstration. Engagement measures the extent to which the child shows, initiates, or maintains interaction with the parent. Very high engagement receives a 7. | Videotape observation | Not reported by author |
|
Engagement of parent during parent-child semistructured play |
The child’s behavior during a play task was coded. Child engagement with parent was measured as the extent to which the child interacted with the parent and communicated positive feelings. | Videotape observation | Not reported by author |
|
Frustration during parent-child puzzle challenge task |
Children were given puzzles at increasing levels of challenge to work on with their parent. The task was videotaped, and child and parent behaviors were coded on a 7-point scale by child development researchers according to strict protocols. The scales are based on a puzzle task used by Brooks-Gunn et al. (1992) in the Newark Observational Study of the Teenage Parent Demonstration. Frustration measures the degree to which the child expresses frustration or anger toward the puzzle task. Very high frustration receives a 7. | Videotape observation | Not reported by author |
|
Negativity toward parent during parent-child semistructured play |
The child’s behavior during a play task was coded. Child negativity toward parent measured displays of anger, rejection, or a negative reaction to parent’s behavior. | Videotape observation | Not reported by author |
|
Peabody Picture Vocabulary Test (PPVT)-III Standard Score |
The PPVT -III is a test of children’s receptive vocabulary. | Child assessment | Not reported by author |
|
Percentage with MDI <85 |
The MDI of the BSI D assesses the cognitive functioning of young children. | Child assessment | Not reported by author |
|
Percentage with PPVT -III<85 |
The PPVT -III is a test of children’s receptive vocabulary. | Child assessment | Not reported by author |
|
Persistence during parent-child puzzle challenge task |
Children were given puzzles at increasing levels of challenge to work on with their parent. The task was videotaped, and child and parent behaviors were coded on a 7-point scale by child development researchers according to strict protocols. The scales are based on a puzzle task used by Brooks-Gunn et al. (1992) in the Newark Observational Study of the Teenage Parent Demonstration. Persistence measures how goal-oriented, focused, and motivated the child remains toward the puzzle throughout the task. Very high persistence receives a 7. | Videotape observation | Not reported by author |
|
Sustained attention with objects during parent-child semistructured play |
The child’s behavior during a play task was coded. Child sustained attention with objects was measured as the duration of the child’s focus on an object or set of objects. | Videotape observation | Not reported by author |
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 814 children | Adjusted mean = 91.60 | Adjusted mean = 90.50 | Mean difference = 1.10 | Study reported = 0.08 | Not statistically significant, p ≥ 0.05 | |
| Bayley BRS – Emotional Regulation | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 814 children | Adjusted mean = 3.60 | Adjusted mean = 3.60 | Mean difference = 0.00 | Study reported = 0.07 | Not statistically significant, p ≥ 0.05 |
| Bayley BRS – Orientation/Engagement | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 814 children | Adjusted mean = 3.60 | Adjusted mean = 3.60 | Mean difference = 0.00 | Study reported = 0.01 | Not statistically significant, p ≥ 0.05 |
| Parent-Child Structured Play: Child Engagement | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 794 children | Adjusted mean = 4.30 | Adjusted mean = 4.30 | Mean difference = 0.00 | Study reported = 0.02 | Not statistically significant, p ≥ 0.05 |
| Parent-Child Structured Play: Child Negativity Toward Parent | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 794 children | Adjusted mean = 1.70 | Adjusted mean = 1.70 | Mean difference = 0.00 | Study reported = -0.02 | Not statistically significant, p ≥ 0.05 |
| Parent-Child Structured Play: Child Sustained Attention with Objects | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 794 children | Adjusted mean = 5.10 | Adjusted mean = 5.00 | Mean difference = 0.10 | Study reported = 0.05 | Not statistically significant, p ≥ 0.05 |
| Percentage with MDI < 100 | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 814 children | Adjusted mean = 73.00 | Adjusted mean = 71.90 | Mean difference = 1.10 | Study reported = 0.03 | Not statistically significant, p ≥ 0.05 |
| Percentage with MDI < 85 | FavorableUnfavorable or ambiguousNo Effect |
Age 2 | EHS-HBO impact study | 814 children | Adjusted mean = 31.50 | Adjusted mean = 32.50 | Mean difference = -1.00 | Study reported = -0.02 | Not statistically significant, p ≥ 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
BSID, MDIPercentage with MDI <85Percentage with MDI <100 |
The MDI of the BSID assesses the cognitive functioning of young children. In addition to the mean MDI score, the researchers examined the percentage with MDI <85 and MDI <100. | Child assessment | Not reported by author |
|
Bayley BRS: Emotional Regulation Bayley BRS: Orientation/Engagement |
The Bayley BRS assesses child behavior, with each item scored on a 5-point scale. Emotional regulation was an average score on items including negative affect and attention adaptation to change in test materials. Orientation and engagement was an average score on items including positive affect, interest in materials, and exploration of objects and surroundings. | Trained assessor ratings | Not reported by author |
|
Parent-child Structured Play:
|
The child’s behavior during a play task was coded. Child engagement with parent was measured as the extent to which the child interacted with the parent and communicated positive feelings. Child negativity toward parent measured displays of anger, rejection, or a negative reaction to parent’s behavior. Child sustained attention with objects was measured as the duration of the child’s focus on an object or set of objects. | Videotape observation | Not reported by author |
Early Head Start Home-Based Option
Show findings details
| Outcome measure | Effect | Follow-up timing | Sample | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance |
|---|---|---|---|---|---|---|---|---|---|
| BSID MDI | FavorableUnfavorable or ambiguousNo Effect |
24 months | EHS-HBO impact study (Utah) | 161 children | Not reported | Not reported | Not reported | Not available | Not statistically significant, p ≥ 0.05 |
| BSID MDI | FavorableUnfavorable or ambiguousNo Effect |
36 months | EHS-HBO impact study (Utah) | 161 children | Not reported | Not reported | β = 0.19 | Not available | Statistically significant, p < 0.05 |
| Attachment security | FavorableUnfavorable or ambiguousNo Effect |
18 months | EHS-HBO impact study (Utah) | 161 children | Not reported | Not reported | β = 0.17 | Not available | Statistically significant, p < 0.05 |
Show outcome measure summary
| Outcome measure | Outcome measure description | Collection method | Properties | Operations links |
|---|---|---|---|---|
BSID, MDI |
The MDI of the BSID assesses the cognitive functioning of young children. | Child assessment | Cronbach’s α = 0.79 at age 14 months, Cronbach’s α = 0.85 at age 24 months, Cronbach’s α = 0.99 at age 36 months |
|
Attachment Q-Sort scale |
The Attachment Q-Sort assesses security of attachment and dependency in young children. Each of the 90 items is a description of a specific behavior. Items are sorted by the mother/caregiver into nine piles of 10 cards each based on how likely or unlikely the item matches the behavior of her child. | Parent/caregiver report with the assistance of a trained interviewer | r = 0.64 |