Home Instruction for Parents of Preschool Youngsters (HIPPY)® Meets HHS Criteria

Last updated: May 2013

Effects Shown in Research & Outcome Measure Details

Child Development and School Readiness

Outcomes Rated High

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show Study Effects Details
Outcome measure Effect Follow-up Timing Sample Sample Size Program Group Comparison Group Group Difference Effect size Statistical significance Outcome Type Notes
Developing Skills Checklist
FavorableUnfavorableNo Effect
16 weeks Full sample 51 children Mean = 5.17 Mean = 5.28 Mean difference = -0.11 Study reported = -0.03 Not statistically significant,
p = 0.89
Primary
Expressive One-Word Picture Vocabulary Test - Revised
FavorableUnfavorableNo Effect
16 weeks Full sample 51 children Mean = 29.36 Mean = 25.30 Mean difference = 4.03 Study reported = 0.34 Statistically significant,
p < 0.01
Primary

footnote68

Submitted by user on Fri, 03/15/2019 - 14:29

According to <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> calculations, this result is not statistically significant.

Peabody Picture Vocabulary Test - Revised
FavorableUnfavorableNo Effect
16 weeks Full sample 51 children Adjusted mean = 13.39 Adjusted mean = 13.59 Mean difference = -0.20 Study reported = -0.02 Not statistically significant,
p = 0.88
Primary
Show Study Outcome Measure Summary
Outcome Measure Outcome Measure Description Collection method Properties Outcome Type Operations links

PPVT-R

The PPVT-R assesses receptive language in young children. Child assessment

Not reported by author

Primary

Developing Skills Checklist

The DSC assesses a wide range of skills in young children, such as language, mathematics, memory, and auditory and motor skills. Child assessment

Not reported by author

Primary

Expressive One-Word Picture Vocabulary Test - Revised

The EOWPVT-R assesses expressive vocabulary skills in young children. Child assessment

Not reported by author

Primary

Outcomes Rated Moderate

Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Show Study Effects Details
Outcome measure Effect Follow-up Timing Sample Sample Size Program Group Comparison Group Group Difference Effect size Statistical significance Outcome Type
Academic Self-Image Measure
FavorableUnfavorableNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Adjusted mean = 4.21 Adjusted mean = 3.79 Mean difference = 0.42 Study reported = 0.62 Statistically significant,
p = 0.02
Secondary
Child Classroom Adaptation Index
FavorableUnfavorableNo Effect
1-year follow-up City in New York (site B), Cohort II 95 families Adjusted mean = 3.50 Adjusted mean = 3.40 Mean difference = 0.10 Study reported = 0.12 Notstatistically significant,
p = 0.60
Secondary
Child Classroom Adaptation Index
FavorableUnfavorableNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 78 families Adjusted mean = 3.65 Adjusted mean = 3.04 Mean difference = 0.51 Study reported = 0.59 Statistically significant,
p = 0.02
Secondary
Child Classroom Adaptation Index
FavorableUnfavorableNo Effect
End of program City in Arkansas (site A), Cohort I 84 families Adjusted mean = 3.65 Adjusted mean = 3.04 Mean difference = 0.61 Study reported = 0.42 Not statistically significant,
p = 0.08
Secondary
Child Classroom Adaptation Index
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort II 97 families Adjusted mean = 3.24 Adjusted mean = 3.39 Mean difference = -0.15 Study reported = 0.20 Not statistically significant,
p = 0.36
Secondary
Child Classroom Adaptation Index
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort I 49 families Adjusted mean = 3.69 Adjusted mean = 2.71 Mean difference = 0.96 Study reported = 0.76 Statistically significant,
p = 0.03
Secondary
Combined reading and math grade
FavorableUnfavorableNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Adjusted mean = 7.60 Adjusted mean = 8.30 Mean difference = -0.70 Study reported = 0.33 Not statistically significant,
p = 0.17
Primary
Combined reading and math grade
FavorableUnfavorableNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Adjusted mean = 7.82 Adjusted mean = 6.95 Mean difference = 0.87 Study reported = 0.34 Not statistically significant,
p = 0.21
Primary
Cooperative Preschool Inventory
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort I 59 families Adjusted mean = 52.12 Adjusted mean = 49.36 Mean difference = 2.76 Study reported = 0.56 Not statistically significant,
p = 0.06
Primary
Cooperative Preschool Inventory
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort II 101 families Adjusted mean = 53.96 Adjusted mean = 53.03 Mean difference = 0.93 Study reported = 0.21 Not statistically significant,
p = 0.33
Primary
Cooperative Preschool Inventory
FavorableUnfavorableNo Effect
End of program City in Arkansas (site A), Cohort I 84 families Adjusted mean = 56.37 Adjusted mean = 56.96 Mean difference = -0.56 Study reported = 0.10 Not statistically significant,
p = 0.67
Primary
Cooperative Preschool Inventory
FavorableUnfavorableNo Effect
End of program City in Arkansas (site A), Cohort II 78 families Adjusted mean = 57.51 Adjusted mean = 60.15 Mean difference = -2.64 Study reported = 0.47 Not statistically significant,
p = 0.06
Primary
Delayed entry into school
FavorableUnfavorableNo Effect
End of program City in Arkansas (site A), Cohort I 78 families Not available Not available Not reported Study reported = 0.41 Statistically significant,
p = 0.01
Primary
Grade placement at beginning of year
FavorableUnfavorableNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Mean % = 87.00 Mean % = 69.00 Mean difference = 18.00 Study reported = 0.44 Statistically significant,
p = 0.04
Primary
Grade placement at end of year
FavorableUnfavorableNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Not available Not available Not reported Study reported = 0.16 Not statistically significant,
p = 0.04
Primary
Metropolitan Achievement Test – Math
FavorableUnfavorableNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Adjusted mean = 56.41 Adjusted mean = 58.41 Mean difference = -2.00 Study reported = 0.10 Not statistically significant,
p = 0.68
Primary
Metropolitan Achievement Test – Reading
FavorableUnfavorableNo Effect
1-year follow-up City in New York (site B), Cohort II 91 families Adjusted mean = 52.14 Adjusted mean = 51.12 Mean difference = 1.02 Study reported = 0.04 Not statistically significant,
p = 0.85
Primary
Metropolitan Readiness Test – Math
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort I 56 families Adjusted mean = 52.00 Adjusted mean = 43.66 Mean difference = 8.34 Study reported = 0.34 Not statistically significant,
p = 0.29
Primary
Metropolitan Readiness Test – Math
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort II 97 families Adjusted mean = 46.79 Adjusted mean = 51.30 Mean difference = -4.54 Study reported = 0.21 Not statistically significant,
p = 0.39
Primary
Metropolitan Readiness Test – Reading
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort I 56 families Adjusted mean = 47.58 Adjusted mean = 41.59 Mean difference = 5.99 Study reported = 0.28 Not statistically significant,
p = 0.39
Primary
Metropolitan Readiness Test – Reading
FavorableUnfavorableNo Effect
End of program City in New York (site B), Cohort II 97 families Adjusted mean = 44.16 Adjusted mean = 45.70 Mean difference = -1.54 Study reported = 0.09 Not statistically significant,
p = 0.72
Primary
Stanford Early Achievement Test
FavorableUnfavorableNo Effect
1-year follow-up City in Arkansas (site A), Cohort I 86 families Adjusted mean = 47.17 Adjusted mean = 45.12 Mean difference = 2.05 Study reported = 0.12 Not statistically significant,
p = 0.64
Primary
Stanford Early Achievement Test
FavorableUnfavorableNo Effect
End of program City in Arkansas (site A), Cohort I 78 families Adjusted mean = 47.39 Adjusted mean = 41.11 Mean difference = 6.28 Study reported = 0.41 Not statistically significant, p = 0.11 Primary
Show Study Outcome Measure Summary
Outcome Measure Outcome Measure Description Collection method Properties Outcome Type Operations links

Academic Self-Image Measure

A 23-item assessment that asked respondents to rate themselves on a scale of 1 to 5 based upon how good they think they are at a series of academic, social, and athletic areas Child assessment

Not reported by author

Secondary

Child Classroom Adaptation Index

The CCAI assesses the motivation, adaption to the classroom, and interest in learning of young children. Teacher report

Not reported by author

Secondary

Combined reading and math grade

Combined reading and math grades, where each letter grade was converted to a number resulting in a score ranging from 0 to 11. Review of school records

Not reported by author

Primary

Cooperative Preschool Inventory

The CPI assesses the cognitive skills of young children. Child assessment

Not reported by author

Primary

Delayed entry into school

Proportion of children who had a delayed entry into school Review of school records

Not reported by author

Primary

Grade placement at beginning of year

Percentage of children in their appropriate grade at the beginning of the academic year Review of school records

Not reported by author

Primary

Grade placement at end of year

Percentage of children in their appropriate grade at the end of the academic year Review of school records

Not reported by author

Primary

Metropolitan Achievement Test – Reading and Math

The MAT assesses the general language, arithmetic, and reading comprehension skills of children. The test was used as a standardized first-grade assessment in City B of the study. Review of school records

Not reported by author

Primary

Metropolitan Readiness Test – Reading & Math

The MRT assesses the development of language and mathematical skills in young children. The assessment was used as a standardized Kindergarten test in City B of the study. Review of school records

Not reported by author

Primary

Stanford Early Achievement Test

The SEAT assesses the acquisition of arithmetic, language, and communication concepts in children. Review of school records

Not reported by author

Primary
View Revisions