Landry, S. H., Zucker, T. A., Williams, J. M., Merz, E. C., Guttentag, C. L., & Taylor, H. B. (2017). Improving school readiness of high-risk preschoolers: Combining high quality instructional strategies with responsive training for teachers and parents. Early Childhood Research Quarterly, 40, 38–51.
| Screening decision | Screening conclusion | HomVEE procedures and standards version |
|---|---|---|
| Passes screens | Eligible for review | Version 1 |
| Rating | Design | Attrition | Baseline equivalence | Compromised randomization | Confounding factors | Valid, reliable measure(s) |
|---|---|---|---|---|---|---|
| Low | Randomized controlled trial | High | Not established on race/ethnicity, SES, or baseline measures of the outcome in the analyzed sample | None | None | Not assessed in manuscripts reviewed before 2021 |
In addition to outcomes that examined the impact of PALS, this study also presented findings from analyses that included an interaction between PALS and a second, classroom-based, intervention. These findings were not eligible for review by HomVEE because they did not isolate the total effect of PALS. Although the study author did not specify this research as being about the PALS Toddler/Preschooler version, HomVEE categorized it as PALS Toddler/Preschooler based on the ages of the children in the study.