View RevisionsBoyd, A. (1997). Parents as first teachers pilot project evaluation (PAFT) : Report on Whangarei region: Final complete draft. Wellington: Ministry of Education.
Manuscript screening details
| Screening decision |
Screening conclusion |
HomVEE procedures and standards version |
| Passes screens |
Eligible for review
|
Version 1 |
Study design details
| Rating |
Design |
Attrition |
Baseline equivalence |
Compromised randomization |
Confounding factors |
Valid, reliable measure(s) |
| Moderate |
Randomized controlled trial |
Low
|
Not established on race/ethnicity, SES, or outcomes |
None |
None |
Not assessed in manuscripts reviewed before 2021 |
Notes:
Study characteristics
| Study participants |
The Parents as First Teachers (PAFT) pilot project was initiated in 1992–1993 in four areas of New Zealand: Whangarei, South Auckland, Gisbome, and Dunedin. This study reports on the Whangarei region. The PAFT pilot project aimed to provide first-time parents in each of the four geographical areas with a variety of services, from the birth of their first child until the child was 3 years of age. Participants were randomly assigned to the program or comparison group; 101 program families and 89 comparison families took part in the evaluation.
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| Setting |
This study took place in the Whangarei region of New Zealand.
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| Intervention services |
Trained parent educators provided monthly home visits, offering parenting education and guidance with the goal of increasing parents’ feelings of confidence and competence. The intervention included periodic child development screening and any necessary referrals, monthly group meetings, and access to resources at PAFT centers.
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| Comparison conditions |
Comparison group families had annual contact with program staff, via mailings, to maintain contact and update addresses.
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| Subgroups examined |
This field lists subgroups examined in the manuscript (even if they were not replicated in other samples and not reported on the summary page for this model’s report).
Subgroups are not listed for manuscripts reviewed before 2021.
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| Staff characteristics and training |
Parent educators had at least an undergraduate-level degree, had prior experience with children and parents, and were qualified in general or Plunket Society nursing or early childhood or primary teaching (or the equivalent). Initial training lasted two weeks and covered information on PAT , the home visits, conducting educationally focused parent meetings, empowering parents, encouraging parent-child interactions, sensory overload, avoiding dependency relationships, early language, record keeping, and children with special needs. Ongoing training was provided annually for one week. Parent educators received certification from the PAT National Center for fulfilling training requirements.
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| Funding sources |
New Zealand Ministry of Education
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| Author affiliation |
None of the study authors is a developer of this model.
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| Peer reviewed |
Peer reviewed status is not listed for manuscripts reviewed before 2021.
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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 |
| Moderate |
Positive child behaviors - imaginative play episode, attending to help |
FavorableUnfavorable or ambiguousNo Effect |
Whangarei |
3 years |
163 mothers |
Unadjusted mean = 2.00 |
Unadjusted mean = 2.45 |
Mean difference = -0.45 |
HomeVEE calculated = -0.13 |
Not statistically significant, p = 0.41 |
|
| Moderate |
Positive child behaviors - imaginative play episode, using information |
FavorableUnfavorable or ambiguousNo Effect |
Whangarei |
3 years |
163 mothers |
Unadjusted mean = 1.99 |
Unadjusted mean = 2.18 |
Mean difference = -0.19 |
HomeVEE calculated = -0.09 |
Not statistically significant, p = 0.58 |
|
| Moderate |
Positive child behaviors - problem solving task, total |
FavorableUnfavorable or ambiguousNo Effect |
Whangarei |
3 years |
129 mothers |
Unadjusted mean = 12.09 |
Unadjusted mean = 11.31 |
Mean difference = 0.78 |
HomeVEE calculated = 0.11 |
Not statistically significant, p = 0.52 |
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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 |
| Moderate |
Positive caregiver behaviors - imaginative play episode, responding to child |
FavorableUnfavorable or ambiguousNo Effect |
Whangarei |
3 years |
143 mothers |
Unadjusted mean = 3.75 |
Unadjusted mean = 4.29 |
Mean difference = -0.54 |
HomeVEE calculated = -0.19 |
Not statistically significant, p = 0.25 |
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Outcome measure summary
Child development and school readiness
| Outcome measure |
Description of measure |
Data collection method |
Properties of measure |
Positive child behaviors - imaginative play episode, attending to help
|
Mean number of times child attended to help offered by caregiver during interactive play
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Videotaped observation
|
Not applicable
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Positive child behaviors - imaginative play episode, using information
|
Mean number of times child used information that caregiver offered during interactive play
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Videotaped observation
|
Not applicable
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Positive child behaviors - problem solving task, total
|
Mean total positive child behavior score on a problem-solving task (opening a puzzle box), with scores recorded as the number of times a child exhibited each of six positive behaviors (asking questions, exploration, verbalization, trying keys, attending to help offered, and using information offered).
|
Videotaped observation
|
Not applicable
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Positive parenting practices
| Outcome measure |
Description of measure |
Data collection method |
Properties of measure |
Positive caregiver behaviors - imaginative play episode, responding to child
|
Mean number of times caregiver responded to their child's initiative during interactive play
|
Videotaped observation
|
Not applicable
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