NCT02257814

Brief Summary

The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.

Trial Health

80
On Track

Trial Health Score

Automated assessment based on enrollment pace, timeline, and geographic reach

Enrollment
2,670

participants targeted

Target at P75+ for not_applicable

Geographic Reach
1 country

1 active site

Status
completed

Health score is calculated from publicly available data and should be used for screening purposes only.

Trial Relationships

Click on a node to explore related trials.

Study Timeline

Key milestones and dates

Study Start

First participant enrolled

April 1, 2009

Completed
3.2 years until next milestone

Primary Completion

Last participant's last visit for primary outcome

June 1, 2012

Completed
1.8 years until next milestone

First Submitted

Initial submission to the registry

March 25, 2014

Completed
7 months until next milestone

First Posted

Study publicly available on registry

October 6, 2014

Completed
Last Updated

October 6, 2014

Status Verified

October 1, 2014

Enrollment Period

3.2 years

First QC Date

March 25, 2014

Last Update Submit

October 3, 2014

Conditions

Teacher PracticeChild Social-Emotional Development

Outcome Measures

Primary Outcomes (13)

  • Classroom Climate: Classroom Assessment Scoring System (CLASS)

    Class-level outcome

    0 to 12 months

  • Teacher Practice: Adapted Teaching Style Rating Scale (TSRS)

    Class-level outcome

    0 to 12 months

  • Executive Function: Head-to-Toes

    Child-level outcome

    0 to 12 months

  • Executive Function: Pencil Tap

    Child-level outcome

    0 to 12 months

  • Social Problem-Solving: Challenging Situations Task

    Child-level outocme

    0 to 12 months

  • Emotion Knowledge: Emotion Situations and Identification Tasks

    Child-level outcome

    0 to 12 months

  • Pre-Academic Skills: Academic Rating Scale

    Child-level Outcome

    0 to 12 months

  • Pre-Academic Skills: Expressive One-Word Picture Vocabulary Test

    Child-level outcome

    0 to 12 months

  • Pre-Academic Skills: Woodcock-Johnson III

    Child-level outcome

    0 to 12 months

  • Behavior Regulation: Behavior Problems Index

    Child-level outcome

    0 to 12 months

  • Social Behaviors: Social Social Skills Rating Scale

    Child-level outcome

    0 to 12 months

  • Social Behaviors: Cooper-Farran Behavioral Rating Scale- Interpersonal Skills

    Child-level outcome

    0 to 12 months

  • Learning Behaviors: Cooper-Farran Behavioral Rating Scale- Work-Related Skills

    Child-level outcome

    0 to 12 months

Study Arms (4)

Control Group

NO INTERVENTION

Control group

Incredible Years

EXPERIMENTAL

incredible years intervention

Behavioral: Incredible Years Teacher Training

Preschool PATHS

EXPERIMENTAL

Preschool PATHS (Promoting Alternative Thinking Strategies)

Behavioral: Preschool PATHS

Tools of the Mind

EXPERIMENTAL

Tools of the Mind

Behavioral: Tools of the Mind

Interventions

Incredible Years Teacher TrainingBEHAVIORAL
Incredible Years
Preschool PATHSBEHAVIORAL
Preschool PATHS
Tools of the MindBEHAVIORAL
Tools of the Mind

Eligibility Criteria

Age3 Years - 4 Years
Sexall
Healthy VolunteersYes
Age GroupsChild (0-17)

You may qualify if:

  • Grantees had to have at least 4 centers with a similar racial/ethnic composition
  • An equal number of classrooms with full-day or part-day programs
  • And a similar mix of four-year-old-only and mixed-age (three-and four-year-old) classrooms.
  • Children had to speak English and Spanish.

You may not qualify if:

  • A grantee was excluded from the sample if it: only ran early Head Start programs
  • Only served migrant children
  • Was located in a U.S. territory
  • Only or mostly provided family child care or home services
  • Was more than 100 miles from a "primary airport,"
  • Operated fewer than 4 centers with two classrooms each
  • Had been in operation for less than 2 years
  • Was not in compliance with Head Start Standards
  • They were already systematically implementing a social-emotional curriculum or participating in another evaluation study.

Contact the study team to confirm eligibility.

Sponsors & Collaborators

Study Sites (1)

MDRC

New York, New York, 10016, United States

Location

Related Publications (1)

  • Mattera, S, Lloyd, CM, Fishman, M, and Bangser, M. (2013). A First Look at the Head Start CARES Demonstration: Large-Scale Implementation of Programs to Improve Children's Social-Emotional Competence. OPRE Report 2013-47. Washington, DC: Office of Planning, Research and Evaluation, Administration for Children and Families, U.S. Department of Health and Human Services.

    RESULT

Study Officials

  • Pamela Morris, Ph.D.

    MDRC/New York University

    PRINCIPAL INVESTIGATOR

Study Design

Study Type
interventional
Phase
not applicable
Allocation
RANDOMIZED
Masking
NONE
Intervention Model
PARALLEL
Sponsor Type
OTHER
Responsible Party
SPONSOR

Study Record Dates

First Submitted

March 25, 2014

First Posted

October 6, 2014

Study Start

April 1, 2009

Primary Completion

June 1, 2012

Last Updated

October 6, 2014

Record last verified: 2014-10

Locations

US(1)