Source
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.
Study Design
| Design | Attrition | Baseline equivalence | Confounding factors | Valid, reliable measures? |
|---|---|---|---|---|
| Randomized controlled trial | High | Not established on race/ethnicity, SES, or baseline measures of the outcome in the analyzed sample | None |
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.
No details available
Findings that rate moderate or high in this manuscript
No findings found that rate moderate or high.
This study included participants with the following characteristics at enrollment:
Race/Ethnicity
Maternal Education
Other Characteristics