Asian
1%
Lind, T., Raby, K. L., Caron, E. B., Roben, C. K., & Dozier, M. (2017). Enhancing executive functioning among toddlers in foster care with an attachment-based intervention. Development and Psychopathology, 29(2), 575-586.
Peer Reviewed
Study Registration: ClinicalTrials.gov
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 |
|---|---|---|---|---|---|---|---|
| Dimensional Change Card Sort (DCCS) task: Cognitive flexibility | 1 month after intervention completion | High | 0.40 | Statistically significant, p= 0.02 | 91 children | ABC-T vs. DEF, 2010-2016, Delaware, full sample |
This study included participants from the following locations:
- Delaware
Study Participants
- Study participants were recruited from foster families located through child welfare agencies. The study participants were foster children who had experienced adversity in early caregiving relationships. A total of 121 foster parent-foster child dyads were randomly assigned to either the home visiting intervention of interest (63 dyads) or the active comparison condition (58 dyads).
- Outcomes were measured about 18 months after enrollment, roughly one month after families finished intervention home visits.
- At enrollment, children's ages ranged from 15 to 56 months. Fifty-six percent of foster children were Black, 26 percent were White, 11 percent reported multiple races, and 1 percent were Asian. Seven percent were Hispanic.
Setting
The study took place in Delaware.
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 families received Developmental Education for Families (DEF) in home visits that were the same duration (10 hour-long sessions) as Attachment and Biobehavioral Catch-up (ABC). DEF was designed to enhance cognitive and linguistic development. For this study, components of DEF related to parental sensitivity were excluded to provide a stronger contrast to ABC.
Subgroups examined
0
Funding Sources
This research was supported by Award Numbers R01MH052135 and R01MH074374 from the National Institute of Mental Health.
Study design characteristics contributing to rating
| Design | Random assignment compromised? | Attrition | Baseline equivalence | Confounding factors? | Valid, reliable measures? |
|---|---|---|---|---|---|
| Cluster randomized controlled trial | No | Low |
Not assessed for randomized controlled trials with low attrition |
No |
Yes |
Notes from the review of this manuscript
The manuscript describes two studies: a randomized controlled trial (RCT) and a non-experimental comparison group design (NED). This review addresses the findings of the RCT. The review of the NED is addressed under Lind et al. (2017; Study 2). The RCT in this manuscript was previously reviewed by HomVEE and received a low rating under Version 1 standards because at the time of the review, information to assess sample attrition was unavailable from the authors. When HomVEE re-reviewed this model in 2025, the RCT received a high rating under Version 2.3 standards. The finding on attention regulation, measured from the preschool version of the Child Behavior Checklist, received a low rating because it had high attrition at the cluster level and did not satisfy the baseline equivalence requirement due to high rates of missing baseline data. Information on cluster sample sizes, reliability of measures, and model specifications, including cluster adjustment methods, is based on correspondence with the authors.