Manuscript Detail | Home Visiting Evidence of Effectiveness

Necoechea, D. M. (2007). Children at-risk for poor school readiness: The effect of an early intervention home visiting program on children and parents. Dissertation Abstracts International Section A: Humanities and Social Sciences, 68 (6-A), 2311. (Dissertation Abstract: 2007-99230-512)

Model(s) Reviewed: Home Instruction for Parents of Preschool Youngsters (HIPPY)^®

Manuscript screening details
Screening decision	Screening conclusion
Passes screens	Eligible for review

Study design details
Rating	Design	Attrition	Baseline equivalence	Reassignment	Confounding factors
High	Randomized controlled trial	Low	Established on SES, country of origin, and all outcomes. There was a statistically significant difference between groups on mother’s education, number of children younger than age 5 in the home, and number of adults in the home. The study accounted for these differences.	None	None

Notes:

footnote70

This study corrects for multiple comparisons within this domain using the Bonferonni correction. The study uses a critical p-value of 0.01.

Study characteristics
Study participants	Fifty-two mother-child dyads were recruited from state-run preschool sites and community centers in the southeastern region of San Diego between July and September 2005. All mothers were Mexican American, 98% were Spanish speaking, and 92% were immigrants. Most mothers were married, had resided in the United States for an average of 12 years, had limited educational backgrounds, and reported annual incomes of $10,000 - $20,000. Half of the group was randomly selected to receive HIPPY services. One participant from the comparison group was unavailable for post-test assessment and was dropped from the analytic sample.
Setting	The study was conducted in San Diego, CA, which is a large urban area.
Intervention services	The program group used the Spanish version of the HIPPY curriculum. Although the recommended duration is 30 weeks, and program families received treatment for the full 30 weeks, the outcomes were assessed at 15 weeks. At the 15-week point, program participants had received seven 30- to 60-minute home visits and attended eight 2- to 3-hour group meetings.
Comparison conditions	Comparison families did not receive any of the HIPPY services, but were given priority to receive services in the following year in return for their participation in the study. Both groups also received a small stipend.
Staff characteristics and training	Program participants were visited by paraprofessionals with a high school diploma/ GED who were from a similar demographic background. The home visitors were trained by HIPPY staff and were supervised by a coordinator with an advanced degree and experience in social work and/or early childhood education.
Funding sources	Funder(s) not listed.
Author affiliation	None of the study authors are developers of this model.

Findings details

Child development and school readiness
Rating	Outcome measure	Effect	Sample	Timing of follow-up	Sample size	Intervention group	Comparison group	Group difference	Effect size	Statistical significance	Notes
High	Developing Skills Checklist	FavorableUnfavorable or ambiguousNo Effect	Full sample	16 weeks	51 children	Mean = 5.17	Mean = 5.28	Mean difference = -0.11	Study reported = -0.03	Not statistically significant, p = 0.89
High	Expressive One-Word Picture Vocabulary Test - Revised	FavorableUnfavorable or ambiguousNo Effect	Full sample	16 weeks	51 children	Mean = 29.36	Mean = 25.30	Mean difference = 4.03	Study reported = 0.34	Statistically significant, p < 0.01	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.
High	Peabody Picture Vocabulary Test - Revised	FavorableUnfavorable or ambiguousNo Effect	Full sample	16 weeks	51 children	Adjusted mean = 13.39	Adjusted mean = 13.59	Mean difference = -0.20	Study reported = -0.02	Not statistically significant, p = 0.88

Positive parenting practices
Rating	Outcome measure	Effect	Sample	Timing of follow-up	Sample size	Intervention group	Comparison group	Group difference	Effect size	Statistical significance	Notes
High	Parent-Home Survey	FavorableUnfavorable or ambiguousNo Effect	Full sample	16 weeks	51 mothers	Mean = 70.58	Mean = 61.64	Mean difference = 8.94	Study reported = 0.87	Statistically significant, p = 0.00

Outcome measure summary

Child development and school readiness
Outcome measure	Description of measure	Data collection method	Properties of measure
PPVT-R	The PPVT-R assesses receptive language in young children.	Child assessment	Not reported by author
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
Expressive One-Word Picture Vocabulary Test - Revised	The EOWPVT-R assesses expressive vocabulary skills in young children.	Child assessment	Not reported by author

Positive parenting practices
Outcome measure	Description of measure	Data collection method	Properties of measure
Parent-Home Survey	A researcher-developed instrument that assessed parents’ use of home-based supports for children like oral language-based activities, print-based activities, literacy exposure, and parent book reading. The responses were used to generate an index of parent involvement.	Parent/caregiver report	Cronbach’s α = 0.71