Families, Children and Teachers Thriving Together

NCT04276363 | Active Not Recruiting

• 1 other identifier: 19-00707
• Study Type: interventional
• Target: 491
• Locations: 1 country
• Sites: 1

Brief Summary

The current study examines the impact of ParentCorps in high-poverty district schools in New York City (NYC). The study is conducted within the context of the NYC Department of Education (DOE) Pre-K Thrive initiative. As part of this initiative, the Center for Early Childhood Health and Development (CEHD) at NYU Langone Health is implementing services to strengthen family engagement and support parents and teachers in creating safe, nurturing and predictable environments for young children. All parents of Pre-K students in the 81 district schools will be invited for them and their Pre-K children to participate in the study, which includes 2 school-based assessments in Pre-K over a 10-month period and 1 school-based assessment at the end of Kindergarten, and teacher ratings of children in Pre-K and Kindergarten. Additionally, parents will be invited to consent to the use of their children's NYC DOE administrative records from Pre-K through grade 5 for the purposes of this study. Parents will also be invited to participate by completing surveys with NYU study staff. Parents will be consented to complete two surveys when their child is in Pre-K. Parents may be randomly selected to complete a third survey when their child is in Kindergarten or to participate in a focus group with other parents.

Conditions

Social Anxiety; Emotional Stress

Outcome Measures

Primary Outcomes (4)

• Score on Receptive One-Word Picture Vocabulary Test (ROWPVT)

  A higher score indicates higher academic skills. The assessment will take 10-20 minutes - the assessor will state a word in English or Spanish, while the child is shown four images. The child must choose the image that represents the word the assessor said.

  84 Months

• Score on Dimensional Change Card Sort (DCCS) Assessment

  Children are presented with a series of cards depicting images that vary along two dimensions: color and shape. Children are first asked to sort the cards by one dimension (color). After they do this for several trials, they are then asked to sort the cards by the other dimension (shape). Scores are reported as a binary "yes" or "no" - yes - child can shift to sorting by the second dimension accurately.

  84 Months

• Score on Pencil Tap Assessment

  Children are asked to tap on a table twice with a pencil with the experimenter taps once, and once when the experimenter taps twice. Scores are reported as proportion of trials children answer correctly out of 16 (i.e. 1/16, 2/16, 3/16, etc.)

  84 Months

• Score on Parental Engagement of Families Questionnaire (PEFL)

  The items from the PEFL questionnaire will be reported as 4-point rating scale (i.e. 1 - never, 2 - rarely, 3 - sometimes, 4 - frequently) to indicate frequency of parental engagement

  84 Months

Secondary Outcomes (6)

• Score on Assessment of Children's Emotional Skills (ACES)

  84 months

• Score on Emotion Recognition Questionnaire (ERQ)

  84 months

• Score on Patient Health Questionnaire (PHQ-9)

  84 months

• Score on Financial Stress Questionnaire

  84 months

• Score on PROMIS-10 Survey

  84 months

Other Outcomes (1)

• Child body mass index (BMI)

  84 months

Study Arms (3)

Thrive Professional Learning plus ParentCorps

EXPERIMENTAL

1\) Professional Development, Program Training and Coaching; 2) Program for Parents of Pre-K Students; and 3) Program for Pre-K Students. The three intervention components are expected to strengthen relationships and communication between parents and teachers and promote safe, nurturing and predictable environments, which contribute to child mental health and achievement.

Behavioral: Thrive Professional Learning plus ParentCorps

Thrive Professional Learning only

EXPERIMENTAL

Best practices in Family Engagement and Social Emotional Learning and includes an experiential approach to behavior change that asks learners to take the perspective of others and consider their own beliefs and assumptions about students, families, teachers and leaders.

Behavioral: Thrive Professional Learning only

Inspire Professional Learning

EXPERIMENTAL

Led by the NYC Department of Education. Professional Learning sessions are tailored to the needs of pre-K teachers and leaders, and include topics aligned with the district's quality standards that support child instructional goals.

Behavioral: Inspire Professional Learning

Interventions

Thrive Professional Learning plus ParentCorps BEHAVIORAL

led by the NYC Department of Education. Professional Learning sessions are tailored to the needs of pre-K teachers and leaders, and include topics aligned with the district's quality standards that support child instructional goals.

Thrive Professional Learning plus ParentCorps

Thrive Professional Learning only BEHAVIORAL

Part of the Professional Learning Track system for all Pre-K for All teachers and leaders. The NYC DOE schedules Thrive Professional Learning training days for staff on non-attendance days. Teachers attend four Professional Learning days annually, and leaders attend three days annually, over a two-year period.

Thrive Professional Learning only

Inspire Professional Learning BEHAVIORAL

Delivered to leaders in groups of 20 - 40 three times a year over the same two-year period. Content covers best practices in Family Engagement and Social Emotional Learning and includes an experiential approach to behavior change that asks learners to take the perspective of others and consider their own beliefs and assumptions about students, families, teachers and leaders

Inspire Professional Learning

Eligibility Criteria

• Age: 4 Years - 65 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Child (0-17), Adult (18-64), Older Adult (65+)

You may qualify if:

• Site Selection Criteria A total of 81 of these district schools with pre-K programs in high poverty NYC neighborhoods were selected for the study in late Spring 2017 by the NYC Department of Education (DOE), following a detailed methodology developed collaboratively by the NYC DOE and NYU Investigators.
• Schools must meet the following criteria:
• have 2 or more PKFA classrooms;
• serve a high-need population and
• leaders ranked Thrive or Inspire as a first or second preference for the school. Sites that were currently implementing ParentCorps at the time of the randomization were not eligible for the study.
• Participant Selection Criteria
• Pre-K students and families who are in the schools in 2018-2019.
• Only parents and students who are English or Spanish speaking will be eligible for participation in the study.

You may not qualify if:

• Families in sites other than the 81 district schools randomized to this study are excluded.
• Parents or students who do not speak English and/or Spanish will not be eligible to participate.
• Teachers and principals from the 81 sites are not considered participants in the study of student and family outcomes.

Sponsors & Collaborators

• NYU Langone Health: lead

Study Sites (1)

NYU Langone Health

New York, New York, 10016, United States

Location

MeSH Terms

Conditions

Stress, Psychological

Condition Hierarchy (Ancestors)

Behavioral Symptoms; Behavior

Study Officials

• Laurie Brotman, MD

  New York Langone Health

  PRINCIPAL INVESTIGATOR

Study Design

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

Study Record Dates

• First Submitted: October 2, 2019
• First Posted: February 19, 2020
• Study Start: November 14, 2019
• Primary Completion: September 6, 2021
• Study Completion (Estimated): August 31, 2026
• Last Updated: May 29, 2025

Record last verified: 2025-05

Data Sharing

• IPD Sharing: Will share
• Shared Documents: STUDY PROTOCOL, SAP, ANALYTIC CODE
• Time Frame: Beginning 9 months and ending 36 months following article publication or as required by a condition of awards and agreements supporting the research.
• Access Criteria: Requests should be directed to Andrea.Troxel@nyulangone.org. To gain access, data requestors will need to sign a data access agreement.

Locations

US (1)