Manuscript Detail | Home Visiting Evidence of Effectiveness

Drotar, D., Robinson, J., Jeavons, L., & Lester Kirchner, H. (2009). A randomized, controlled evaluation of early intervention: The Born to Learn curriculum. Child: Care, Health & Development, 35(5), 643–649.

Model(s) Reviewed: Parents as Teachers (PAT)^®

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)
High	Randomized controlled trial	Low	Not applicable	None	None	Not assessed in manuscripts reviewed before 2021

Study characteristics
Study participants	The sample included 459 mothers with children who were measured at ages 12, 18, 24, and 36 months. All women were recruited for enrollment in the Parents as Teachers (PAT) program with the Born to Learn (BTL) curriculum within nine months of the child’s birth. Study enrollment occurred between 1999 and 2001. Most mothers had more than a high school education (83%). Most study participants were either white (66%) or African American (29%). Most households had an income greater than or equal to $30,000 (70%). Eighty percent of mothers were married or lived with a significant other.
Setting	Participants in the study resided in Cleveland, Ohio, and its eastern suburbs.
Intervention services	Families enrolled in PAT with the BTL curriculum received two home visits in the first month after enrollment and monthly visits and group meetings thereafter for a period of three years. Each visit to the family home was delivered by a trained parent educator who provided handouts and videos emphasizing key age-specific child development principles. Parents also attended group meetings that emphasized BTL curriculum. Among those families enrolled in PAT , 64% participated and remained in the program for all three years.
Comparison conditions	The comparison families received handouts describing children’s development at various ages and an invitation to participate in parent education services, such as parent discussion groups, which were held separately from those of the treatment group. None of this information included any of the BTL curriculum content or structure.
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.
Staff characteristics and training	Parent educators were trained by the PAT national staff during a weeklong session. Implementation by parent educators was monitored and evaluated based on PAT National Center standards: home visit attendance, coverage of curriculum material, and performance (for example, establishing rapport and executing BTL curriculum activities).
Funding sources	Mt. Sinai Health Care Foundation; Robert Wood Johnson Foundation
Author affiliation	None of the study authors are developers of this model.
Peer reviewed	Peer reviewed status is not listed for manuscripts reviewed before 2021.

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	BSID Behavioral Rating Scale	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	24 month	354 children	Mean = 109.63	Mean = 109.20	Mean difference = 0.43	Study reported = 0.06	Not statistically significant, p = 0.56	footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	BSID Mental Development Scale	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	24 month	344 children	Mean = 96.97	Mean = 97.75	Mean difference = -0.78	Study reported = -0.05	Not statistically significant, p = 0.67	footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	BSID, Behavioral Rating Scale	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	342 children	Mean = 111.84	Mean = 113.48	Mean difference = -1.64	Study reported = -0.14	Not statistically significant, p = 0.20	footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	CBRS, Engagement Score	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	24 month	336 children	Mean = 2.81	Mean = 2.98	Mean difference = -0.17	Study reported = -0.17	Not statistically significant, p = 0.11	footnote65 Submitted by user on Fri, 03/15/2019 - 14:29 Information on outcomes was received through communication with the authors. footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	CBRS, Negative Affect Score	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	24 month	336 children	Mean = 4.93	Mean = 4.93	Mean difference = 0.00	Study reported = 0.00	Not statistically significant, p = 0.97	footnote65 Submitted by user on Fri, 03/15/2019 - 14:29 Information on outcomes was received through communication with the authors.
High	CBRS, Positive Affect Score	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	24 month	336 children	Mean = 2.43	Mean = 2.44	Mean difference = -0.01	Study reported = -0.01	Not statistically significant, p = 0.96	footnote65 Submitted by user on Fri, 03/15/2019 - 14:29 Information on outcomes was received through communication with the authors. footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	CBRS: Involvement Score	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	24 month	330 children	Mean = 4.13	Mean = 4.18	Mean difference = -0.05	Study reported = -0.05	Not statistically significant, p = 0.73	footnote65 Submitted by user on Fri, 03/15/2019 - 14:29 Information on outcomes was received through communication with the authors. footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	KABC Simultaneous Processing Standard Score	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	331 children	Mean = 107.77	Mean = 109.29	Mean difference = -1.52	Study reported = -0.11	Not statistically significant, p = 0.30
High	SSRS Parent Report	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	336 children	Mean = 103.07	Mean = 100.37	Mean difference = 2.70	Study reported = 0.18	Not statistically significant, p = 0.09
High	TERA-2	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	333 children	Mean = 106.12	Mean = 105.58	Mean difference = 0.54	Study reported = 0.04	Not statistically significant, p = 0.72
High	Bracken Basic Concept Scale composite	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	336 children	Mean = 113.47	Mean = 112.23	Mean difference = 1.24	Study reported = 0.07	Not statistically significant, p = 0.51
High	Mastery Motivation – Task Competence	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	319 children	Mean = 847.98	Mean = 841.74	Mean difference = 6.24	Study reported = 0.20	Statistically significant, p = 0.05
High	Mastery Motivation – Task Persistence	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	318 children	Mean = 17.30	Mean = 16.49	Mean difference = 0.81	Study reported = 0.20	Not statistically significant, p = 0.07
High	Mastery Motivation – Task Pleasure	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	36 month	319 children	Mean = 0.51	Mean = 0.52	Mean difference = -0.01	Study reported = -0.03	Not statistically significant, p = 0.71	footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.
High	Q-Sort Security of Attachment	FavorableUnfavorable or ambiguousNo Effect	Ohio sample	18 month	364 children	Mean = 34.43	Mean = 35.46	Mean difference = -1.03	Study reported = -0.05	Not statistically significant, p = 0.64	footnote65 Submitted by user on Fri, 03/15/2019 - 14:29 Information on outcomes was received through communication with the authors. footnote74 Submitted by user on Fri, 03/15/2019 - 14:29 <abbr title="Home Visiting Evidence of Effectiveness">HomVEE</abbr> reversed the sign of this effect size because the treatment group mean was less than the control group mean.

Outcome measure summary

Child development and school readiness
Outcome measure	Description of measure	Data collection method	Properties of measure
BSID: Mental Development Scale Behavioral Rating Scale	The BSID tests the mental, motor, and behavioral development and abilities of young children. The researchers examined both the mental development and behavioral subscales.	Child assessment	Not reported by author
BBCS-R	The BBCS-R assesses knowledge of basic concepts and receptive language skills in young children.	Child assessment	Not reported by author
CBRS: Engagement score Positive Affect score Negative Affect score, Involvement score	The CBRS assesses behavioral problems in young children. The researchers examined scores related to engagement, involvement, and positive and negative affect.	Observation	Interrater reliability = 0.81 to 0.90
KABC: Simultaneous Processing Standard score	The KABC assesses achievement and intelligence in young children.	Child assessment	Not reported by author
SSRS	The SSRS assesses social skills, academic competence, and problem behaviors in young children.	Parent/caregiver and teacher report	Not reported by author
TERA-2	The TERA-2 assesses early reading skills in young children.	Child assessment	Not reported by author
Attachment Q-Sort scale	The Attachment Q-Sort assesses security of attachment and dependency in young children.	Observation	Interrater reliability = 0.90
Mastery Motivation – Task Persistence, Task Pleasure, Task Competence	Children were introduced to various toys and were evaluated based upon persistence, pleasure, and competence in problem solving for up to 4 minutes.	Observation	Interrater reliability = 0.78 to 0.91