Expanding the Infant Achievements Intervention Through Community Partnerships

NCT06312358 | Completed

• 1 other identifier: IRB00408654
• Study Type: interventional
• Target: 10
• Locations: 1 country
• Sites: 1

Brief Summary

The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are:

1. 1.Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest?
2. 2.To what extent is the PD intervention feasible to implement in an established child care program?
3. 3.To what extent is the PD program acceptable to teachers?

Conditions

Child Development; Infant Development; Developmental Delay; Language Development

Keywords

Teacher Training; Mentoring; Inservice Training

Outcome Measures

Primary Outcomes (1)

• Classroom Quality (as assessed by scores on the TPITOS)

  Classroom quality will be measured by total scores (ranging from 0-100%) on the Teaching Pyramid Model Infant-Toddler Observation Scale (TPITOS) which assesses the extent to which an early childhood program's staff is fostering responsive, nurturing relationships with young children and promoting strong social-emotional development.

  Change from baseline/pretest up to posttest, up to 16 weeks.

Study Arms (1)

Teacher Professional Development Workshop and Coaching

EXPERIMENTAL

Teachers will participate in a professional development workshop session (approximately 2 hours in duration) followed by 8 weekly coaching sessions (approximately 45-60 minutes in duration). The study team (trained coaches) will utilize the Practice-Based Coaching model (Snyder et al., 2015) to support teachers' use of developmentally appropriate practices in early childhood classrooms. Teachers will be coached to implement strategies that foster responsive and nurturing relationships with young children.

Behavioral: Building Capacity for Infant Achievements in Child Care

Interventions

Building Capacity for Infant Achievements in Child Care BEHAVIORAL

All teacher participants will be assigned to the professional development intervention consisting of an interactive workshop and weekly coaching sessions.

Teacher Professional Development Workshop and Coaching

Eligibility Criteria

• Age: 18 Years - 100 Years
• Sex: all
• Healthy Volunteers: Yes
• Age Groups: Adult (18-64), Older Adult (65+)

You may qualify if:

• Participants must currently work in an early childhood classroom serving children between 8-36 months of age.
• Participants must work in the role of a teacher or teacher assistant in an Early Head Start location.
• Participants must be willing to participate in two 60-90-minute trainings/workshops.
• Participants must be willing to participate in eight follow-up job-embedded coaching sessions

You may not qualify if:

• Works in a childcare setting outside of the Baltimore metro area
• Non-English speaking

Sponsors & Collaborators

• Hugo W. Moser Research Institute at Kennedy Krieger, Inc.: lead
• Johns Hopkins University: collaborator

Study Sites (1)

Kennedy Krieger Institute

Baltimore, Maryland, 21211, United States

Location

MeSH Terms

Conditions

Learning Disabilities

Interventions

Capacity Building; Child Care

Condition Hierarchy (Ancestors)

Communication Disorders; Neurobehavioral Manifestations; Neurologic Manifestations; Nervous System Diseases; Signs and Symptoms; Pathological Conditions, Signs and Symptoms; Neurodevelopmental Disorders; Mental Disorders

Intervention Hierarchy (Ancestors)

Health Care Facilities Workforce and Services; Organization and Administration; Health Services Administration; Pandemic Preparedness; Disaster Planning; Disasters; Environment; Environment and Public Health; Communicable Disease Control; Public Health Practice; Public Health; Health Services

Study Officials

• Rebecca Landa, PhD

  Kennedy Krieger Institute, Johns Hopkins University

  PRINCIPAL INVESTIGATOR

Study Design

• Study Type: interventional
• Phase: not applicable
• Allocation: NA
• Masking: NONE
• Purpose: PREVENTION
• Intervention Model: SINGLE GROUP
• Sponsor Type: OTHER
• Responsible Party: PRINCIPAL INVESTIGATOR
• PI Title: Vice President, Professor

Model Details: All participants will be assigned to the study intervention consisting of (1) a professional development workshop and (2) weekly job-embedded coaching sessions.

Study Record Dates

• First Submitted: March 4, 2024
• First Posted: March 15, 2024
• Study Start: April 1, 2024
• Primary Completion: September 1, 2024
• Study Completion: February 15, 2025
• Last Updated: September 23, 2025

Record last verified: 2025-09

Data Sharing

• IPD Sharing: Will not share

Locations

US (1)