Manuscript Detail

Drotar, D., Robinson, J., Jeavons, L., & Lester Kirchner, H. (2009). A randomized, controlled evaluation of early intervention: The Born to Learn curriculum. Child: Care, Health & Development, 35(5), 643–649.

Model(s) Reviewed: Parents as Teachers (PAT)®
Manuscript screening details
Screening decision Screening conclusion HomVEE procedures and standards version
Passes screens Eligible for review Version 1
Study design details
Rating Design Attrition Baseline equivalence Compromised randomization Confounding factors Valid, reliable measure(s)
High Randomized controlled trial Low Not applicable None None Not assessed in manuscripts reviewed before 2021
Study characteristics
Study participants The sample included 459 mothers with children who were measured at ages 12, 18, 24, and 36 months. All women were recruited for enrollment in the Parents as Teachers (PAT) program with the Born to Learn (BTL) curriculum within nine months of the child’s birth. Study enrollment occurred between 1999 and 2001. Most mothers had more than a high school education (83%). Most study participants were either white (66%) or African American (29%). Most households had an income greater than or equal to $30,000 (70%). Eighty percent of mothers were married or lived with a significant other.
Setting Participants in the study resided in Cleveland, Ohio, and its eastern suburbs.
Intervention services Families enrolled in PAT with the BTL curriculum received two home visits in the first month after enrollment and monthly visits and group meetings thereafter for a period of three years. Each visit to the family home was delivered by a trained parent educator who provided handouts and videos emphasizing key age-specific child development principles. Parents also attended group meetings that emphasized BTL curriculum. Among those families enrolled in PAT , 64% participated and remained in the program for all three years.
Comparison conditions The comparison families received handouts describing children’s development at various ages and an invitation to participate in parent education services, such as parent discussion groups, which were held separately from those of the treatment group. None of this information included any of the BTL curriculum content or structure.
Subgroups examined This field lists subgroups examined in the manuscript (even if they were not replicated in other samples and not reported on the summary page for this model’s report).

• Socioeconomic status (low SES or middle/high SES)
Funding sources Mt. Sinai Health Care Foundation; Robert Wood Johnson Foundation
Author affiliation None of the study authors are developers of this model.
Peer reviewed Peer reviewed status is not listed for manuscripts reviewed before 2021.

Findings that rate moderate or high

Child development and school readiness
Rating Outcome measure Effect Sample Timing of follow-up Sample size Intervention group Comparison group Group difference Effect size Statistical significance Notes
High BSID Behavioral Rating Scale
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 24 month 354 children Mean = 109.63 Mean = 109.20 Mean difference = 0.43 Study reported = 0.06 Not statistically significant,
p = 0.56
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High BSID Mental Development Scale
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 24 month 344 children Mean = 96.97 Mean = 97.75 Mean difference = -0.78 Study reported = -0.05 Not statistically significant,
p = 0.67
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High BSID, Behavioral Rating Scale
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 342 children Mean = 111.84 Mean = 113.48 Mean difference = -1.64 Study reported = -0.14 Not statistically significant,
p = 0.20
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High CBRS, Engagement Score
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 24 month 336 children Mean = 2.81 Mean = 2.98 Mean difference = -0.17 Study reported = -0.17 Not statistically significant,
p = 0.11
Submitted by user on
Information on outcomes was received through communication with the authors.
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High CBRS, Negative Affect Score
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 24 month 336 children Mean = 4.93 Mean = 4.93 Mean difference = 0.00 Study reported = 0.00 Not statistically significant,
p = 0.97
Submitted by user on
Information on outcomes was received through communication with the authors.
High CBRS, Positive Affect Score
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 24 month 336 children Mean = 2.43 Mean = 2.44 Mean difference = -0.01 Study reported = -0.01 Not statistically significant,
p = 0.96
Submitted by user on
Information on outcomes was received through communication with the authors.
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High CBRS: Involvement Score
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 24 month 330 children Mean = 4.13 Mean = 4.18 Mean difference = -0.05 Study reported = -0.05 Not statistically significant,
p = 0.73
Submitted by user on
Information on outcomes was received through communication with the authors.
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High KABC Simultaneous Processing Standard Score
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 331 children Mean = 107.77 Mean = 109.29 Mean difference = -1.52 Study reported = -0.11 Not statistically significant,
p = 0.30
High SSRS Parent Report
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 336 children Mean = 103.07 Mean = 100.37 Mean difference = 2.70 Study reported = 0.18 Not statistically significant,
p = 0.09
High TERA-2
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 333 children Mean = 106.12 Mean = 105.58 Mean difference = 0.54 Study reported = 0.04 Not statistically significant,
p = 0.72
High Bracken Basic Concept Scale composite
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 336 children Mean = 113.47 Mean = 112.23 Mean difference = 1.24 Study reported = 0.07 Not statistically significant,
p = 0.51
High Mastery Motivation – Task Competence
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 319 children Mean = 847.98 Mean = 841.74 Mean difference = 6.24 Study reported = 0.20 Statistically significant,
p = 0.05
High Mastery Motivation – Task Persistence
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 318 children Mean = 17.30 Mean = 16.49 Mean difference = 0.81 Study reported = 0.20 Not statistically significant,
p = 0.07
High Mastery Motivation – Task Pleasure
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 36 month 319 children Mean = 0.51 Mean = 0.52 Mean difference = -0.01 Study reported = -0.03 Not statistically significant,
p = 0.71
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High Q-Sort Security of Attachment
FavorableUnfavorable or ambiguousNo Effect
 Ohio sample 18 month 364 children Mean = 34.43 Mean = 35.46 Mean difference = -1.03 Study reported = -0.05 Not statistically significant,
p = 0.64
Submitted by user on
Information on outcomes was received through communication with the authors.
Submitted by user on
HomVEE reversed the sign of this effect size because the treatment group mean was less than the control group mean.