Black or African American
58%
Wagner, M., & Spiker, D. (2001). Experiences and outcomes for children and families: Multisite Parents as Teachers evaluation. Menlo Park, CA: SRI International. http://www.sri.com/policy/cehs/publications/humanpub/patfinal.pdf.
Additional Sources:
-
Wagner, M. (2001). The multisite evaluation of the Parents as Teachers home visiting program. Menlo Park, CA: SRI International.
-
Wagner, M., Spiker, D., & Linn, M. I. (2002). The effectiveness of the Parents as Teachers program with low-income parents and children. Topics in Early Childhood Special Education, 22(2), 67–81.
Model(s): Parents as Teachers (PAT)®
Study design characteristics contributing to rating
| Design | Attrition | Baseline equivalence | Confounding factors? | Valid, reliable measures? |
|---|---|---|---|---|
| Randomized controlled trial | High |
Established on race/ethnicity, SES, and mother’s mental health. |
None |
Not assessed in manuscripts reviewed under Handbook of Procedures and Standards, Version 1 |
Notes from the review of this manuscript
In 2020, HomVEE updated this review in two ways. First, HomVEE moved the finding "child treated for injury in the past year" from the Child Health domain to the Reductions in Child Maltreatment domain because the review initially misclassified it. HomVEE places findings related to medical care for injury and ingestions in the Reductions in Child Maltreatment domain. Second, HomVEE moved the finding "child was covered by health insurance" from the Child Health domain to the Family Economic Self-Sufficiency domain because ACF determined that health insurance coverage belongs in that domain.
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 |
|---|---|---|---|---|---|---|---|
| DPII average months differential: cognitive development | 2-year assessment | Moderate | 0.04 | Not statistically significant, p ≥ 0.05 | 266 children | Three-site sample | |
| DPII average months differential: communication development | 2-year assessment | Moderate | 0.08 | Not statistically significant, p ≥ 0.05 | 266 children | Three-site sample | |
| DPII average months differential: physical development | 2-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 266 children | Three-site sample | |
| DPII average months differential: self-help development | 2-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 266 children | Three-site sample | |
| DPII average months differential: social development | 2-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 266 children | Three-site sample | |
| ASBI score | 2-year assessment | Moderate | 0.21 | Not statistically significant, p ≥ 0.05 | 259 children | Three-site sample |
Child Health
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| Child saw doctor for well-child care in past 6 months | 2 year | Moderate | 0.14 | Not statistically significant, p ≥ 0.05 | 265 children | Three-site sample | |
| Child was fully immunized | 2 year | Moderate | 0.17 | Not statistically significant, p ≥ 0.05 | 265 children | Three-site sample | |
| Child went to the emergency room | 2 year | Moderate | 0.24 | Not statistically significant, p ≥ 0.05 | 265 children | Three-site sample |
Family Economic Self-Sufficiency
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| Child covered by health insurance | 2 year | Moderate | 0.13 | Not statistically significant, p ≥ 0.05 | 265 children | Three-site sample |
Positive Parenting Practices
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| AAPI average child maltreatment precursor scale (range = 6 to 24) | 1-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| AAPI average child maltreatment precursor scale (range = 6 to 24) | 2-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 267 mothers | Three-site sample | |
| HOME acceptance of child’s behavior subscale | 1-year assessment | Moderate | 0.12 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME acceptance of child’s behavior subscale | 2-year assessment | Moderate | 0.22 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| HOME appropriate play materials subscale | 2-year assessment | Moderate | 0.26 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| HOME involvement with child subscale | 1-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME involvement with child subscale | 2-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| HOME opportunities for stimulation subscale | 1-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME opportunities for stimulation subscale | 2-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| HOME organization of the environment subscale | 1-year assessment | Moderate | 0.03 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME appropriate play materials subscale | 1-year assessment | Moderate | 0.06 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME organization of the environment subscale | 2-year assessment | Moderate | 0.17 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| HOME parental responsivity subcale | 2-year assessment | Moderate | 0.09 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| HOME subscale related to language- and literacy-promoting behaviors (range = 0 to 8) | 1-year assessment | Moderate | 0.08 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME subscale related to language- and literacy-promoting behaviors (range = 0 to 8) | 2-year assessment | Moderate | 0.31 | Not statistically significant, p ≥ 0.05 | 266 mothers | Three-site sample | |
| HOME subscale: parental responsivity | 1-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| HOME total scale (range = 0 to 45) | 1-year assessment | Moderate | 0.01 | Not statistically significant,p = 0.93 | 343 mothers | Three-site sample | |
| HOME total scale (range = 0 to 45) | 2-year assessment | Moderate | 0.22 | Not statistically significant, p ≥ 0.05 | 254 mothers | Three-site sample | |
| NCAST, total scale score | 2-year assessment | Moderate | 0.09 | Not statistically significant,p = 0.41 | 254 mothers | Three-site sample | |
| PSOC parenting efficacy subscale (range = 8 to 32) | 1-year assessment | Moderate | 0.10 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| PSOC parenting efficacy subscale (range = 8 to 32) | 2-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 267 mothers | Three-site sample | |
| PSOC satisfaction subscale (range = 9 to 36) | 2-year assessment | Moderate | 0.05 | Not statistically significant, p ≥ 0.05 | 267 mothers | Three-site sample | |
| PSOC satisfaction subscale (range = 9 to 36) | 1-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| PSOC total scale (range = 17 to 68) | 1-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| PSOC total scale (range = 17 to 68) | 2-year assessment | Moderate | 0.04 | Not statistically significant, p ≥ 0.05 | 267 mothers | Three-site sample | |
| Language literacy numeracy promotion scale (range = 6 to 24) | 1-year assessment | Moderate | 0.12 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| Language literacy numeracy promotion scale (range = 6 to 24) | 2-year assessment | Moderate | 0.09 | Not statistically significant, p ≥ 0.05 | 266 mothers | Three-site sample | |
| Parent Observation Scale (range 1 to 4; 4 = more observant) | 1-year assessment | Moderate | 0.21 | Not statistically significant, p ≥ 0.05 | 340 mothers | Three-site sample | |
| Parent Observation Scale (range 1 to 4; 4 = more observant) | 2-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 267 mothers | Three-site sample | |
| Parent reads books with child | 1-year assessment | Moderate | 0.07 | Not statistically significant, p ≥ 0.05 | 327 mothers | Three-site sample | |
| Parent reads books with child | 2-year assessment | Moderate | 0.05 | Not statistically significant, p ≥ 0.05 | 261 mothers | Three-site sample | |
| Parent talks to/asks child questions during reading | 1-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 327 mothers | Three-site sample | |
| Parent talks to/asks child questions during reading | 2-year assessment | Moderate | 0.04 | Not statistically significant, p ≥ 0.05 | 261 mothers | Three-site sample | |
| Parent tell stories sings with child | 1-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| Parent tell stories sings with child | 2-year assessment | Moderate | 0.19 | Not statistically significant, p ≥ 0.05 | 266 mothers | Three-site sample | |
| Parental knowledge all items (percentage answered correctly) | 1-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| Parental knowledge all items (percentage answered correctly) | 2-year assessment | Moderate | 0.14 | Not statistically significant, p ≥ 0.05 | 268 mothers | Three-site sample | |
| Parental knowledge child care and safety (percentage answered correctly) | 1-year assessment | Moderate | 0.09 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| Parental knowledge child care and safety (percentage answered correctly) | 2-year assessment | Moderate | 0.01 | Not statistically significant, p ≥ 0.05 | 268 mothers | Three-site sample | |
| Parental knowledge discipline (percentage answered correctly) | 1-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| Parental knowledge discipline (percentage answered correctly) | 2-year assessment | Moderate | 0.02 | Not statistically significant, p ≥ 0.05 | 268 mothers | Three-site sample | |
| Parental knowledge emotional development (percentage answered correctly) | 1-year assessment | Moderate | 0.12 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| Parental knowledge emotional development (percentage answered correctly) | 2-year assessment | Moderate | 0.24 | Not statistically significant, p ≥ 0.05 | 268 mothers | Three-site sample | |
| Parental knowledge general child development (percentage answered correctly) | 1-year assessment | Moderate | 0.14 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| Parental knowledge general child development (percentage answered correctly) | 2-year assessment | Moderate | 0.13 | Not statistically significant, p ≥ 0.05 | 268 mothers | Three-site sample | |
| Parental knowledge language/cognitive development (percentage answered correctly) | 1-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 344 mothers | Three-site sample | |
| Parental knowledge language/cognitive development (percentage answered correctly) | 2-year assessment | Moderate | 0.07 | Not statistically significant, p ≥ 0.05 | 268 mothers | Three-site sample | |
| While doing everyday things parent counts things or uses numbers with child | 1-year assessment | Moderate | 0.10 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| While doing everyday things parent counts things or uses numbers with child | 2-year assessment | Moderate | 0.04 | Not statistically significant, p ≥ 0.05 | 266 mothers | Three-site sample | |
| While doing everyday things parent reads aloud to child | 1-year assessment | Moderate | 0.13 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| While doing everyday things parent reads aloud to child | 2-year assessment | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 266 mothers | Three-site sample | |
| While doing everyday things parent talks to/asks child questions | 1-year assessment | Moderate | 0.09 | Not statistically significant, p ≥ 0.05 | 343 mothers | Three-site sample | |
| While doing everyday things parent talks to/asks child questions | 2-year assessment | Moderate | 0.09 | Not statistically significant, p ≥ 0.05 | 266 mothers | Three-site sample |
Reductions In Child Maltreatment
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| Child treated for injury in the past year | 2 year | Moderate | 0.20 | Not statistically significant, p ≥ 0.05 | 265 children | Three-site sample |
Study Participants
The sample presented here includes 667 mothers with children who were assessed at 1 and 2 years of age. Across three sites, families with a child up to 8 months of age were recruited for enrollment in the Parents as Teachers (PAT) program. At the time of enrollment, mothers had an average education level of just over 12 years. Most study participants were African American (58%) or white (29%). The majority of households enrolled had an annual income of less than $15,000 (60%). Twenty-nine percent of children in the sample had two married parents.
Setting
Three local PAT programs participated in the evaluation: the first was located in an Eastern Seaboard rural community, the second was located in a mid-size Southern city, and the third was located in a large Western city.
Intervention condition
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 only the services that were normally available in the community and that they sought of their own accord. In addition, they received age-appropriate toys at regular quarterly intervals, which were used as a means of tracking their locations.
Subgroups examined
• Household income (less than $15,000 annually or $15,000 or more)
Funding Sources
National Institute of Early Childhood Development and Education of the Office of Educational Research and Improvement, U.S. Department of Education; the Smith Richardson Foundation; the Robert Wood Johnson Foundation; and the Carnegie Corporation of New York.