Astuto, J., & Allen, L. (2018). Learning more about home visitation: RCT evaluation of the Parent Child+ Program for Latino Spanish speaking children of immigrants. Technical Report. (Study 2). https://parentchildplus.org/wp-content/uploads/2024/04/study-2-astuto-allen-technical-report-final2018.pdf
| Screening decision | Screening conclusion | HomVEE procedures and standards version |
|---|---|---|
| Passes screens | Eligible for review | Version 2 |
| Rating | Design | Attrition | Baseline equivalence | Compromised randomization | Confounding factors | Valid, reliable measure(s) |
|---|---|---|---|---|---|---|
| High | Randomized controlled trial | Low | Not assessed for randomized controlled trials with low attrition |
No | No |
Yes |
Three findings from the Preschool Language Scale, Fourth Edition (PLS-4) and the Parent as a Teacher Inventory (PAAT) received a high rating because they had low attrition. Findings from the Ages and Stages Questionnaire (ASQ), the Day Night Task, and the Tower Clean-Up Task, as well as the PLS-4: Expressive, received an indeterminate rating. These findings received an indeterminate rating because they had high or unknown attrition and HomVEE could not determine whether the intervention and comparison groups satisfied the baseline equivalence requirement, or because HomVEE could not determine the measure’s reliability.
| Study participants | Families were eligible to participate if their children were ages 18 to 30 months, the family was Spanish speaking, and the family was within 100 percent of the federal poverty level and eligible for government assistance programs (including the Special Supplemental Nutrition Program for Women, Infants, and Children; Medicaid; and the Supplemental Nutrition Assistance Program). The study team recruited most families from community-based organizations serving mainly low-income, immigrant, Spanish-speaking families and delivering the ParentChild+ model. Study team members randomly assigned 166 parent-child dyads to the ParentChild+ intervention group (83 dyads) or the comparison condition (83 dyads). They measured outcomes two years after the families enrolled in the study. All parents identified as Latino and were born outside of the United States. On average, the children were 2.4 years old at the start of the study and 3.8 years old at the end. |
|---|---|
| Setting | The study took place in a large city in the northeastern United States. |
| Intervention services | The ParentChild+ intervention consisted of twice-weekly home visits for 23 weeks over two years. At each home visit, home visitors brought a new book or toy for the family and used it to model reading and verbal interactions and to teach parents about age-appropriate expectations and interactions. Home visitors delivered services in the parents’ primary language. |
| Comparison conditions | Families assigned to the comparison condition were not eligible to receive intervention services through ParentChild+. Participants took part in three data collection interviews over two years. |
| Subgroups examined |
This field lists subgroups examined in the manuscript (even if they were not replicated in other samples and not reported on the summary page for this model’s report). There were no subgroups reported in this manuscript. |
| Funding sources | This research was supported by the Pew Charitable Trusts, Heising-Simons Foundation, Edith Glick Shoolman Children’s Foundation, and the Edward & Ellen Roche Relief Foundations. |
| Author affiliation | The authors are affiliated with the Steinhardt School of Culture, Education, and Human Development at New York University. HomVEE is not aware of any relationship between the authors and the home visiting model developer or distributor. |
| Peer reviewed | No |
Clinicaltrials.gov Identifier: None found. SocialScienceRegistry.org Identifier: None found. Registry of Efficacy and Effectiveness Studies Identifier: None found. Study registration was assessed by HomVEE for Clinicaltrials.gov beginning with the 2014 review, and for other registries beginning with the 2021 review.
Findings that rate moderate or high
| Rating | Outcome measure | Effect | Sample | Timing of follow-up | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
| High | Preschool Language Scale – Fourth Edition (PLS-4): Auditory |
FavorableUnfavorable or ambiguousNo Effect |
Parent Child+ vs. comparison RCT, large northeastern city, full sample |
2 years after enrollment |
133 children | Not reported | Not reported | Mean difference = 4.53 | Study reported = 0.38 | Statistically significant, p= 0.03 |
|
| High | Preschool Language Scale – Fourth Edition (PLS-4): Total Score |
FavorableUnfavorable or ambiguousNo Effect |
Parent Child+ vs. comparison RCT, large northeastern city, full sample |
2 years after enrollment |
127 children | Not reported | Not reported | Mean difference = 4.96 | Study reported = 0.37 | Statistically significant, p= 0.04 |
| Rating | Outcome measure | Effect | Sample | Timing of follow-up | Sample size | Intervention group | Comparison group | Group difference | Effect size | Statistical significance | Notes |
|---|---|---|---|---|---|---|---|---|---|---|---|
| High | Parent as a Teacher Inventory (PAAT), Spanish-language translation: Total Score |
FavorableUnfavorable or ambiguousNo Effect |
Parent Child+ vs. comparison RCT, large northeastern city, full sample |
2 years after enrollment |
144 parents | Not reported | Not reported | Mean difference = 0.55 | Study reported = 0.08 | Not statistically significant, p= 0.64 |