Enrollment in means-tested programs
36%
Boyd, A. (1997). Parents as first teachers pilot project evaluation (PAFT) : Report on Whangarei region: Final complete draft. Wellington: Ministry of Education.
Model(s): Parents as First Teachers (New Zealand)
Study design characteristics contributing to rating
| Design | Attrition | Baseline equivalence | Confounding factors? | Valid, reliable measures? |
|---|---|---|---|---|
| Randomized controlled trial | Low |
Not established on race/ethnicity, SES, or outcomes |
None |
Not assessed in manuscripts reviewed under Handbook of Procedures and Standards, Version 1 |
Notes from the review of this manuscript
In order to receive a high rating, randomized controlled trials (RCTs) with low attrition must control for race/ethnicity, socioeconomic status (SES), and, if applicable, baseline outcomes if statistically significant differences exist between treatment and control groups. In this case, we had insufficient information to assess baseline equivalence on race/ethnicity, SES, or outcomes in order to determine if there were statistically significant differences for which the authors should have controlled in analyses.
This study received a mixed rating. Four outcomes have low attrition and receive a moderate rating (positive child behaviors - problem solving task, total; positive caregiver behaviors - imaginative play episode, responding to child; positive child behaviors - imaginative play episode, attending to help; positive child behaviors - imaginative play episode, using information). All other outcomes have high attrition and baseline equivalence is not established on race/ethnicity, socioeconomic status (SES), or any outcomes. These outcomes rate low (low-rated outcomes are not reported).
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 |
|---|---|---|---|---|---|---|---|
| Positive child behaviors - imaginative play episode, attending to help | 3 years | Moderate | 0.13 | Not statistically significant, p = 0.41 | 163 mothers | Whangarei | |
| Positive child behaviors - imaginative play episode, using information | 3 years | Moderate | 0.09 | Not statistically significant, p = 0.58 | 163 mothers | Whangarei | |
| Positive child behaviors - problem solving task, total | 3 years | Moderate | 0.11 | Not statistically significant, p = 0.52 | 129 mothers | Whangarei |
Positive Parenting Practices
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| Positive caregiver behaviors - imaginative play episode, responding to child | 3 years | Moderate | 0.19 | Not statistically significant, p = 0.25 | 143 mothers | Whangarei |
This study included participants from the following locations:
- State not reported or international
International Locations
New Zealand
Study Participants
The Parents as First Teachers (PAFT) pilot project was initiated in 1992–1993 in four areas of New Zealand: Whangarei, South Auckland, Gisbome, and Dunedin. This study reports on the Whangarei region. The PAFT pilot project aimed to provide first-time parents in each of the four geographical areas with a variety of services, from the birth of their first child until the child was 3 years of age. Participants were randomly assigned to the program or comparison group; 101 program families and 89 comparison families took part in the evaluation.
Setting
This study took place in the Whangarei region of New Zealand.
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
Comparison group families had annual contact with program staff, via mailings, to maintain contact and update addresses.
Funding Sources
New Zealand Ministry of Education