Black or African American
29%
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
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Funding Sources
Mt. Sinai Health Care Foundation; Robert Wood Johnson Foundation
Study Design
| Design | Attrition | Baseline equivalence | Confounding factors | Valid, reliable measures? |
|---|---|---|---|---|
| Randomized controlled trial | Low | Not applicable |
None |
Not assessed in manuscripts reviewed under Handbook of Procedures and Standards, Version 1 |
Findings that rate moderate or high in this manuscript
Child development and school readiness
| Outcome measure | Timing of follow-up | Rating | Direction of Effect | Effect size (absolute value) | Stastical significance | Sample size | Sample description | |
|---|---|---|---|---|---|---|---|---|
| BSID Behavioral Rating Scale | 24 month | High | 0.06 | Not statistically significant,p = 0.56 | 354 children | Ohio sample | ||
| KABC Simultaneous Processing Standard Score | 36 month | High | 0.11 | Not statistically significant,p = 0.30 | 331 children | Ohio sample | ||
| Q-Sort Security of Attachment | 18 month | High | 0.05 | Not statistically significant,p = 0.64 | 364 children | Ohio sample | ||
| BSID Mental Development Scale | 24 month | High | 0.05 | Not statistically significant,p = 0.67 | 344 children | Ohio sample | ||
| CBRS, Engagement Score | 24 month | High | 0.17 | Not statistically significant,p = 0.11 | 336 children | Ohio sample | ||
| CBRS, Positive Affect Score | 24 month | High | 0.01 | Not statistically significant,p = 0.96 | 336 children | Ohio sample | ||
| CBRS, Negative Affect Score | 24 month | High | 0.00 | Not statistically significant,p = 0.97 | 336 children | Ohio sample | ||
| CBRS: Involvement Score | 24 month | High | 0.05 | Not statistically significant,p = 0.73 | 330 children | Ohio sample | ||
| BSID, Behavioral Rating Scale | 36 month | High | 0.14 | Not statistically significant,p = 0.20 | 342 children | Ohio sample | ||
| Mastery Motivation – Task Persistence | 36 month | High | 0.20 | Not statistically significant,p = 0.07 | 318 children | Ohio sample | ||
| Mastery Motivation – Task Pleasure | 36 month | High | 0.03 | Not statistically significant,p = 0.71 | 319 children | Ohio sample | ||
| Mastery Motivation – Task Competence | 36 month | High | 0.20 | Statistically significant,p = 0.05 | 319 children | Ohio sample | ||
| Bracken Basic Concept Scale composite | 36 month | High | 0.07 | Not statistically significant,p = 0.51 | 336 children | Ohio sample | ||
| SSRS Parent Report | 36 month | High | 0.18 | Not statistically significant,p = 0.09 | 336 children | Ohio sample | ||
| TERA-2 | 36 month | High | 0.04 | Not statistically significant,p = 0.72 | 333 children | Ohio sample |
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.
Home Visiting 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.
Model(s) Reviewed
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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
• Socioeconomic status (low SES or middle/high SES)
This study included participants from the following locations:
- Ohio