Evidence-based model
MIECHV eligible
Released in 1979 through 2024
Impact studies rated high or moderate quality
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The goals of the Parents as Teachers (PAT) model are to (1) increase parent knowledge of early childhood development and improve positive parenting practices, (2) provide early detection of developmental delays and connection to services, (3) improve parent, child, and family health and well-being, (4) prevent child abuse and neglect, (5) increase children’s school readiness and success, (6) improve family economic well-being, and (7) strengthen community capacity and connectedness. The PAT model includes one-on-one home visits (referred to as personal visits), monthly parent group connections, developmental screenings, and approaches to link and connect families to needed resources. Home visitors (referred to as parent educators) conduct personal visits using structured visit plans and guided planning tools. Local sites offer at least 12 one hour-long home visits annually, with more offered to families with higher needs. PAT serves families for at least two years between pregnancy and kindergarten entry and is implemented by affiliate organizations. Each PAT affiliate selects the intended population it plans to serve and the program duration.
Where to find out more
Parents as Teachers National Center
6 City Place, Suite 100, St. Louis, MO 63141
This model meets criteria established by the U.S. Department of Health and Human Services for an evidence-based home visiting model.
Does not meet criteria for an evidence-based home visiting model for Indigenous peoples and communities.
For more information about manuscripts, search the research database.
For more information on the criteria used to rate research, please see details of HomVEEʼs methods and standards.
Released in 1979 through 2024
Eligible for review
Impact studies rated high or moderate quality
To see details on each manuscript HomVEE reviewed in well-designed research, click on the manuscript counts in the table.
Favorable:
A finding showing a statistically significant impact on an outcome measure in a direction that is beneficial for children and parents.
No effect:
Findings are not statistically significant.
Unfavorable:
A finding showing a statistically significant impact on an outcome measure in a direction that may indicate potential harm to children and/or parents.
Ambiguous findings are excluded from this table. An ambiguous finding is a statistically significant impact on an outcome measure in a direction that is not clearly beneficial for or potentially harmful to children and/or parents.
| Outcomes | Manuscripts | Favorable Findings | No Effects Findings | Unfavorable Findings |
|---|---|---|---|---|
| Child Development and School Readiness | View 8 Manuscripts | 8 | 77 | 1 |
| Child Health | View 5 Manuscripts | 0 | 25 | 0 |
| Family Economic Self-Sufficiency | View 6 Manuscripts | 1 | 38 | 1 |
| Linkages and Referrals | Not measured | - | - | - |
| Maternal Health | View 3 Manuscripts | 0 | 10 | 0 |
| Positive Parenting Practices | View 5 Manuscripts | 7 | 90 | 4 |
| Reductions In Child Maltreatment | View 6 Manuscripts | 0 | 10 | 0 |
| Reductions in Juvenile Delinquency, Family Violence, and Crime | View 1 Manuscript | 0 | 4 | 0 |
Well-designed impact studies about this model were conducted in the following locations:
In this section:
Support Availability
Service Delivery
Model services, adaptions and enhancements, model intensity and length.
Parents as Teachers (PAT) is based on the idea that improving parenting knowledge, attitudes, and behaviors and family well-being will have long-term impacts on the child’s developmental trajectory. PAT was developed in the late 1970s. The first pilot started in 1980, and the model was scaled beginning in 1984.
The PAT model is grounded in a guided theoretical framework that includes human ecology and family systems, tenets of child development, developmental parenting, attribution theory, and empowerment and self-efficacy. Home visits focus on three areas of emphasis: parent-child interaction, development-centered parenting, and family well-being.
The PAT model is designed to serve all families. PAT affiliates select the specific characteristics and eligibility criteria of the population they plan to serve, including families experiencing certain stressors. Such eligibility criteria might include children with special needs, families at risk for child abuse, families with low income, young parents, first-time parents, immigrant families, families with low literacy, parents with mental health or substance use issues, or families experiencing homelessness or unstable housing.
The PAT model is designed to serve families from pregnancy through kindergarten entry. Families can enroll at any point along this timeline. Curriculum materials provide resources to continue services through the kindergarten year if an affiliate chooses to do so.
Highlights
Implementation support and technical assistance are available through two channels:
Highlights
The PAT model has four components that all affiliates must provide:
The PAT Foundational Curricula are designed to provide a framework for PAT services. These web-based materials help parent educators tailor services for each family and maintain consistency across families. The curricula also include PAT Toolkit Cards to help parent educators organize discussions with families, implement strategies to strengthen the parent educator–family relationship, and facilitate the PAT approach to working with families.
Home visiting requirements:
Additional requirements:
Service duration:
PAT permits affiliates to offer additional strategies (beyond the four required model components) or to tailor the model to best address families’ needs at the local level. For example, affiliates can modify implementation to be culturally responsive, directed to special populations, or offered in conjunction with other early childhood programs as determined by community need.
Examples of ways in which the model can be tailored include the following:
Named Enhancements
PAT recognizes the following enhanced versions of the model:
Highlights
Education and supervisory requirements
Staff. PAT model affiliates have two primary staff positions: (1) certified parent educators who provide home visiting services and (2) their affiliate supervisors.
Education and experience. Parent educators must have at least a high school diploma or GED and two or more years of previous supervised work experience with young children, parents, or both. PAT prefers parent educators to have a four-year degree in early childhood education or a related field, or at least either a two-year degree or 60 college hours in early childhood education or a related field.
Supervisors are recommended to have at least a bachelor's degree in early childhood education, social work, health, psychology, or a related field (or equivalent degree); at least five years of experience working with families and young children; strong interpersonal skills; and a commitment to reflective supervision, data collection, and continuous quality improvement.
PAT prefers to hire staff from within the community they are serving.
Supervision. The PAT model requires that, each month, full-time parent educators participate in a minimum of two hours of individual reflective supervision and a minimum of two hours of staff meetings. Parent educators working half time or less must participate in a minimum of one hour of reflective supervision and two hours of staff meetings. Supervisors carrying a case load must also receive reflective supervision.
Training and professional development
Pre-service training. The model requires parent educators and supervisors to participate in pre-service training. The PAT National Center requires all parent educators and supervisors implementing the PAT model to attend and successfully complete a three-day foundational training (Foundational I) and a two-day model implementation training. Affiliates are recommended to attend a second (Foundational II) training. Please contact the model developer for additional information about the pre-service training requirement.
Ongoing professional development. Parent educators must obtain a minimum of 20 hours of ongoing professional development each year. The PAT National Center offers one- or two-day sessions for professionals who work with special populations. Please contact the model developer for additional information about the ongoing professional development requirement.
PAT affiliates can be any family-serving organization at the community, county, or state level including school districts, health departments, Family Resource Centers, and other nonprofit agencies.
The model requires affiliates to adhere to a set of ongoing fidelity guidelines. Please contact the model developer for additional information about these guidelines.
Highlights
HomVEE requests input and feedback from the model developers on their profiles. The information in this implementation profile reflects feedback, if provided, from this model’s developer. HomVEE reserves the right to edit the profile for clarity and consistency. The description of the implementation of the model here may differ from how the model was implemented in the manuscripts reviewed to determine this model’s evidence of effectiveness. Model developers are encouraged to notify HomVEE of any changes to their contact information on this page.