ParentChild+^® Core Model

Model effectiveness research report last updated: 2019

Effects shown in research & outcome measure details

Positive parenting practices

Findings rated high

Astuto, J., & Allen, L. (2016). Improving school readiness for children living in urban poverty through home-based intervention: Study 2. Unpublished manuscript submitted to HomVEE in July 2016 and July 2017.

ParentChild+^® Core Model

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Outcome measure	Effect	Follow-up timing	Sample	Sample size	Intervention group	Comparison group	Group difference	Effect size	Statistical significance
Parent as a Teacher Inventory (PAAT) - Total	FavorableUnfavorable or ambiguousNo Effect	24 months	ParentChild+ vs. comparison, northeastern U.S., Study 2 full sample	144 parents	Not reported	Not reported	Not reported	= 0.08	Not statistically significant, p = 0.64

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Outcome measure	Outcome measure description	Collection method	Properties
Parent as a Teacher Inventory (PAAT) - Total	A 50-item questionnaire assessing parents' expectation of their child and attitudes about appropriate behavior.	Parent questionnaire	Cronbach's alpha = 0.60 and 0.70

Madden, J., O’Hara, J., & Levenstein, P. (1984). Home again: Effects of the Mother-Child Home Program on mother and child. Child Development, 55(2), 636–647.

ParentChild+^® Core Model

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Outcome measure	Effect	Follow-up timing	Sample	Sample size	Intervention group	Comparison group	Group difference	Effect size	Statistical significance
Maternal Interactive Behavior	FavorableUnfavorable or ambiguousNo Effect	Post-program	1973 – 1976 cohorts	114 mothers	Mean = 282.38	Mean = 185.95	Mean difference = 96.43	HomeVEE calculated = 0.96	Statistically significant, p < 0.05

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Outcome measure	Outcome measure description	Collection method	Properties
Maternal Interactive Behavior	Frequencies of occurrence of 10 categories of behavior were tallied in four viewings of videotaped parent-child interaction. The categories were: labeling, use of color names, verbalization of actions, verbalization of number and shape, solicitation of information from the child, verbal praise, encouragement of divergent use of a toy, nonverbal indication of warmth, reply to child's vocalization, and failure to reply to child's vocalization.	Video recording of parent-child interaction	Pearson's r = 0.48 to 0.74 Cronbach's α = 0.82

Findings rated moderate

Astuto, J., & Allen, L. (2018). Learning more about home visitation: RCT evaluation of a home visitation program for Latino Spanish speaking children of immigrants. Technical Report: Study 2. Unpublished manuscript submitted to HomVEE in January 2019.

ParentChild+^® Core Model

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Outcome measure	Effect	Follow-up timing	Sample	Sample size	Intervention group	Comparison group	Group difference	Effect size	Statistical significance	Notes
Parent as a Teacher Total (PAAT) (unadjusted)	FavorableUnfavorable or ambiguousNo Effect	24 months	ParentChild+ vs. comparison, northeastern U.S., Study 2 full sample	150 parents	Unadjusted mean = 137.71	Unadjusted mean = 136.97	MD = 0.74	HomeVEE calculated = 0.09	Not statistically significant, p = 0.58	HomVEE calculated significance Submitted by nwu on Fri, 04/12/2019 - 18:31 Statistical significance is based on HomVEE calculations.

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Outcome measure	Outcome measure description	Collection method	Properties
Parent as a Teacher Total (PAAT) (unadjusted)	A 50-item questionnaire assessing parents' expectation of their child and attitudes about appropriate behavior.	Parent questionnaire	Cronbach's alpha = 0.60 and 0.70

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