Clinical trial NCT06312358: Expanding the Infant Achievements Intervention Through Community Partnerships
Official title: Centering Community Partnerships to Facilitate Scaling Up of Infant Achievements for Community Implementation
Study type: INTERVENTIONAL
Overall status: ENROLLING_BY_INVITATION
Phase: NA
Conditions: Child Development
Infant Development
Developmental Delay
Language Development
Keywords: Teacher Training
Mentoring
Inservice Training
Lead sponsor: Hugo W. Moser Research Institute at Kennedy Krieger, Inc.
Sponsor class: OTHER
Collaborators: name: Johns Hopkins University
First posted: 2024-03-15
Enrollment: 15
Sex: ALL
Minimum age (years): 18
Maximum age (years): 100
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: NA
Intervention model: SINGLE_GROUP
Intervention model description: All participants will be assigned to the study intervention consisting of (1) a professional development workshop and (2) weekly job-embedded coaching sessions.
Primary purpose: PREVENTION

Brief summary: The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are:

1. Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest?
2. To what extent is the PD intervention feasible to implement in an established child care program?
3. To what extent is the PD program acceptable to teachers?

Participants will attend PD workshops and participate in content-related job-embedded coaching sessions during the implementation of the study.

Detailed description: The primary objective of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. It is hypothesized that teachers' fidelity to developmentally-appropriate practices, assessed through classroom observation measures, will increase following their participation in a comprehensive PD training intervention. The secondary hypotheses are that (1) the PD intervention is feasible to implement in an established child care program, and (2) the PD program is acceptable to teachers. Teacher participants will attend PD workshops, co-developed with community partners, and engage in follow-up job-embedded coaching sessions occurring weekly in their classrooms.

Eligibility criteria: Inclusion Criteria:

* Participants must currently work in an early childhood classroom serving children between 8-36 months of age.
* Participants must work in the role of a teacher or teacher assistant in an Early Head Start location.
* Participants must be willing to participate in two 60-90-minute trainings/workshops.
* Participants must be willing to participate in eight follow-up job-embedded coaching sessions

Exclusion Criteria:

* Works in a childcare setting outside of the Baltimore metro area
* Non-English speaking

Primary outcomes:
measure: Classroom Quality (as assessed by scores on the TPITOS)
timeFrame: Change from baseline/pretest up to posttest, up to 16 weeks.
Secondary outcomes:
Other outcomes:
Locations:
city: Baltimore
country: United States
facility: Kennedy Krieger Institute
state: Maryland
Study officials:
affiliation: Kennedy Krieger Institute, Johns Hopkins University
name: Rebecca Landa, PhD
role: PRINCIPAL_INVESTIGATOR
References: