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

• 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

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