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Jones Harden, B., Chazan-Cohen, R., Raikes, H., & Vogel, C. (2012). Early Head Start home visitation: The role of implementation in bolstering program benefits. Journal of Community Psychology, 40(4), 438-455.

Model(s) Reviewed: Early Head Start Home-Based Option
Additional sources:

WWHV017036

Jones Harden, B., Chazan-Cohen, R., Raikes, H., & Vogel, C. (2010). Early Head Start home visitation: The role of implementation in bolstering program benefits. Unpublished manuscript.

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 race/ethnicity and socioeconomic status; outcome not assessable at baseline. None None
Notes:

footnote177

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

Here, we report only the <abbr title="Family and Child Experiences Survey">FACES</abbr> aggression outcome; all other outcomes are reported in the Love et al. (2002) report or Chazan-Cohen et al. (2013) article.

Study characteristics
Study participants This study relies on data from a randomized controlled trial of 17 Early Head Start (EHS) programs that began in 1995. Seven of the programs served clients through a home-based option (though other clients in other EHS options also received home visits) and are the focus of this report (EHS-HBO). The study randomly assigned 1,385 families, who applied to those seven programs, either to receive EHS-HBO or a comparison condition. This study included outcomes reported for the 2-, 3-, and 5-year-old follow-up, but to avoid overlap with other studies included in this report, only the 5-year results are reported here. For this follow-up, 928 parents (479 in EHS-HBO and 449 in the comparison group)1 provided data for parent interviews. Among parent interview participants, 47 percent were white, 24 percent were black, and 27 percent were Hispanic. Fewer than one in four parents had education beyond high school, and one in 10 were in families living above the poverty line; one-third to one-half of families were receiving welfare (AFDC) or Food Stamps.1 Analytic sample sizes and characteristics obtained through correspondence with the authors.
Setting The study was conducted in 17 EHS programs throughout the United States, including seven programs with home-based options, which are the focus of this report. Four programs were located in urban areas, and three programs were located in rural areas. The seven programs represented a mix of implementation timing; one early implementer had all EHS-HBO elements in place by 1997, and three later implementers had all elements in place by 1999; three programs did not have all elements in place by 1999. The early-implementing program had fully implemented both child and family development services early and continued to have those services in place in 1999.
Intervention services EHS-HBO services are intended to be delivered to study families via weekly home visits. Seventy percent of families in these programs received weekly visits during at least one of the first two follow-up periods, and 26 percent received such services throughout both periods. Over the first two years, families in the home-based option received an average of 71 visits. Typical home visits are at least one hour long. Topics for home visits included child growth and development, child play activities, housing issues, and parent-child communication.
Comparison conditions Control group families could not receive EHS-HBO services, but could receive other services available in their community.
Staff characteristics and training Not specified
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 FACES aggression
FavorableUnfavorable or ambiguousNo Effect
EHS-HBO impact study Kindergarten entry 928 children Adjusted mean = 2.60 Adjusted mean = 2.70 Mean difference = -0.10 Study reported = -0.07 Not statistically significant, p ≥ 0.05

Outcome measure summary

Child development and school readiness
Outcome measure Description of measure Data collection method Properties of measure

FACES: Aggression

Subscales from FACES assessed child social-emotional functioning, social skills, and positive approaches to learning. Child assessment

Cronbach’s α = 0.64