ParentCorps: Promoting Healthy Development in Children From Low Income Communities

Study Overview
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Brief Summary
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The purpose of this study was to determine whether ParentCorps promotes academic achievement and prevents mental health problems in children living in disadvantaged urban communities

Official Title
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Preventing Conduct Problems in Poor Urban Preschoolers

Conditions
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Behavior Problems of Childhood and Adolescence

Intervention / Treatment
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* Behavioral: PARENTCORPS


Participation Criteria
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Eligibility Criteria
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Inclusion Criteria: Enrollment in Pre-K At least one English-Speaking caregiver Exclusion Criteria:

Ages Eligible for Study
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Minimum Age: 4 Years

Sexes Eligible for Study
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All

Accepts Healthy Volunteers
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No

Study Plan
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How is the study designed?
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Design Details

Primary Purpose: Prevention
Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single


Arms and Interventions

| Participant Group/Arm | Intervention/Treatment |
| --- | --- |
| Experimental: PARENTCORPS<br>ParentCorps is a school-based, family-focused universal intervention designed to attenuate the multiple risks associated with urban poverty, on children's health and development | Behavioral: PARENTCORPS<br>* ParentCorps is a culturally-informed, universal intervention (for all children enrolled in Pre-K within an elementary school) designed to promote positive behavioral supports for children at home and in the classroom. ParentCorps includes two complementary components: 1) parent and child group intervention (13 2-hour sessions after school) for Pre-K students and their families; 2) professional development and individual consultation for early childhood teachers.<br>|
| Other: Control Condition<br>No intervention | Behavioral: PARENTCORPS<br>* ParentCorps is a culturally-informed, universal intervention (for all children enrolled in Pre-K within an elementary school) designed to promote positive behavioral supports for children at home and in the classroom. ParentCorps includes two complementary components: 1) parent and child group intervention (13 2-hour sessions after school) for Pre-K students and their families; 2) professional development and individual consultation for early childhood teachers.<br>|

What is the study measuring?
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Primary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change from baseline in Academic achievement through Year 4 | Academic achievement test scores assessed via the Kaufman Test of Educational Achievement (KTEA) | Assessed twice per year in Years 1 and 2, and then annually through Year 4 | 
| Change from baseline in Child behavior at school through Year 4 | Masked observations of child behavior at school | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | 

Secondary Outcome Measures

| Outcome Measure | Measure Description | Time Frame |
| --- | --- | --- |
| Change from baseline Academic performance through Year 4 | Teacher and parent ratings of academic performance | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | 
| Change from baseline Behavior through Year 4 | Teacher and parent ratings of behavior | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | 
| Change from baseline Parent engagement in school through Year 4 | Teacher rating of parent engagement in school | Assessed twice per year in Years 1 and 2, and then annually through Year 6 | 
| Change from baseline Positive behavior support through Year 4 | Parent report of positive behavior support | Assessed twice per year in Years 1 and 2 | 
| Change from baseline Classroom climate and positive behavior support through Year 4 | Masked observations of classroom climate and positive behavior support | Assessed twice per year in Years 1 and 2, and then annually through Year 4 | 

 Terms related to the study
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Keywords Provided by Centre Hospitalier Valida
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EARLY CHILDHOOD, UNIVERSAL PREVENTION