Manuscript Details

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): Parents as Teachers (PAT)®
High rating
Study reviewed under: Handbook of Procedures and Standards, Version 1
Study design characteristics contributing to rating
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
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
BSID Mental Development Scale 24 month High
0.05 Not statistically significant,p = 0.67 344 children Ohio sample
BSID, Behavioral Rating Scale 36 month High
0.14 Not statistically significant,p = 0.20 342 children Ohio sample
CBRS, Engagement Score 24 month High
0.17 Not statistically significant,p = 0.11 336 children Ohio sample
CBRS, Negative Affect Score 24 month High
0.00 Not statistically significant,p = 0.97 336 children Ohio sample
CBRS, Positive Affect Score 24 month High
0.01 Not statistically significant,p = 0.96 336 children Ohio sample
CBRS: Involvement Score 24 month High
0.05 Not statistically significant,p = 0.73 330 children Ohio sample
KABC Simultaneous Processing Standard Score 36 month High
0.11 Not statistically significant,p = 0.30 331 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
Bracken Basic Concept Scale composite 36 month High
0.07 Not statistically significant,p = 0.51 336 children Ohio sample
Mastery Motivation – Task Competence 36 month High
0.20 Statistically significant,p = 0.05 319 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
Q-Sort Security of Attachment 18 month High
0.05 Not statistically significant,p = 0.64 364 children Ohio sample
Effect rating key
Favorable finding / Statistically significant
Unfavorable finding / Statistically significant
Ambiguous finding / Statistically significant
No effect / Not statistically significant

Note: Tables do not include findings that HomVEE rated low or indeterminate, or found to be ineligible for review.

This study included participants with the following characteristics at enrollment:

Race/Ethnicity

The race and ethnicity categories may sum to more than 100 percent if Hispanic ethnicity was reported separately or respondents could select two or more race or ethnicity categories.

Black or African American
29%
White
66%
Unknown
5%

Maternal Education

Data not available

Other Characteristics

Data not available

This study included participants from the following locations:

  • Ohio
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 condition
Parents as Teachers (PAT)®

Note: Navigate to the model page for more information about the home visiting model. See the source manuscript for more information about how the model was implemented in this study.

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)

Author Affiliation

None of the study authors are developers of this model.

Funding Sources

Mt. Sinai Health Care Foundation; Robert Wood Johnson Foundation