Head Start Classroom-based Approaches and Resources for Emotion and Social Skill Promotion (Head Start CARES)

Not Applicable

Completed

• Conditions: Child Social-Emotional Development; Teacher Practice
• Interventions: Behavioral: Preschool PATHS; Behavioral: Incredible Years Teacher Training; Behavioral: Tools of the Mind

• Registration Number: NCT02257814
• Lead Sponsor: MDRC

Brief Summary

The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.

Detailed Description

Not available

Study Timeline

• Study Start: 2009-04
• Primary Completion: 2012-06
• Study First Submitted: 2014-03-25
• Status Verified: 2014-10
• Study First Submitted QC: 2014-10-03
• Last Update Submitted: 2014-10-03
• Study First Posted: 2014-10-06
• Last Update Posted: 2014-10-06

Recruitment & Eligibility

• Status: COMPLETED
• Sex: All
• Target Recruitment: 2670

Inclusion Criteria

• Grantees had to have at least 4 centers with a similar racial/ethnic composition
• An equal number of classrooms with full-day or part-day programs
• And a similar mix of four-year-old-only and mixed-age (three-and four-year-old) classrooms.
• Children had to speak English and Spanish.

Exclusion Criteria

• A grantee was excluded from the sample if it: only ran early Head Start programs
• Only served migrant children
• Was located in a U.S. territory
• Only or mostly provided family child care or home services
• Was more than 100 miles from a "primary airport,"
• Operated fewer than 4 centers with two classrooms each
• Had been in operation for less than 2 years
• Was not in compliance with Head Start Standards
• They were already systematically implementing a social-emotional curriculum or participating in another evaluation study.

Study & Design

• Study Type: INTERVENTIONAL
• Study Design: PARALLEL

Arm && Interventions

Group	Intervention	Description
Preschool PATHS	Preschool PATHS	Preschool PATHS (Promoting Alternative Thinking Strategies)
Incredible Years	Incredible Years Teacher Training	incredible years intervention
Tools of the Mind	Tools of the Mind	Tools of the Mind

Primary Outcome Measures

Name	Time	Method
Teacher Practice: Adapted Teaching Style Rating Scale (TSRS)	0 to 12 months	Class-level outcome
Classroom Climate: Classroom Assessment Scoring System (CLASS)	0 to 12 months	Class-level outcome
Executive Function: Head-to-Toes	0 to 12 months	Child-level outcome
Executive Function: Pencil Tap	0 to 12 months	Child-level outcome
Social Problem-Solving: Challenging Situations Task	0 to 12 months	Child-level outocme
Emotion Knowledge: Emotion Situations and Identification Tasks	0 to 12 months	Child-level outcome
Pre-Academic Skills: Academic Rating Scale	0 to 12 months	Child-level Outcome
Pre-Academic Skills: Expressive One-Word Picture Vocabulary Test	0 to 12 months	Child-level outcome
Pre-Academic Skills: Woodcock-Johnson III	0 to 12 months	Child-level outcome
Behavior Regulation: Behavior Problems Index	0 to 12 months	Child-level outcome
Social Behaviors: Social Social Skills Rating Scale	0 to 12 months	Child-level outcome
Social Behaviors: Cooper-Farran Behavioral Rating Scale- Interpersonal Skills	0 to 12 months	Child-level outcome
Learning Behaviors: Cooper-Farran Behavioral Rating Scale- Work-Related Skills	0 to 12 months	Child-level outcome

Trial Locations

Locations (1)

MDRC; 🇺🇸 New York, New York, United States