Behavior Problems of Childhood and Adolescence
Conditions
Keywords
EARLY CHILDHOOD, UNIVERSAL PREVENTION
Brief summary
The purpose of this study was to determine whether ParentCorps promotes academic achievement and prevents mental health problems in children living in disadvantaged urban communities
Interventions
BEHAVIORALPARENTCORPS
ParentCorps is a culturally-informed, universal intervention (for all children enrolled in Pre-K within an elementary school) designed to promote positive behavioral supports for children at home and in the classroom. ParentCorps includes two complementary components: 1) parent and child group intervention (13 2-hour sessions after school) for Pre-K students and their families; 2) professional development and individual consultation for early childhood teachers.
Sponsors
National Institute of Mental Health (NIMH)
U.S. Department of Education
NYU Langone Health
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Subject)
Eligibility
Sex/Gender
ALL
Age
4 Years to No maximum
Healthy volunteers
No
Inclusion criteria
* Enrollment in Pre-K * At least one English-Speaking caregiver
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline in Academic achievement through Year 4 | Assessed twice per year in Years 1 and 2, and then annually through Year 4 | Academic achievement test scores assessed via the Kaufman Test of Educational Achievement (KTEA) |
| Change from baseline in Child behavior at school through Year 4 | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | Masked observations of child behavior at school |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Change from baseline Parent engagement in school through Year 4 | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | Teacher rating of parent engagement in school |
| Change from baseline Academic performance through Year 4 | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | Teacher and parent ratings of academic performance |
| Change from baseline Classroom climate and positive behavior support through Year 4 | Assessed twice per year in Years 1 and 2, and then annually through Year 4 | Masked observations of classroom climate and positive behavior support |
| Change from baseline Positive behavior support through Year 4 | Assessed twice per year in Years 1 and 2 | Parent report of positive behavior support |
| Change from baseline Behavior through Year 4 | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | Teacher and parent ratings of behavior |
Countries
United States
Outcome results
None listed