Clinical trial NCT02289092: The Positive Family Support Project - Partnering With Families for a Successful Transition to School
Official title: Testing the Efficacy of an Ecological Approach to Family Intervention and Treatment During Early Elementary School to Prevent Problem Behavior and Improve Academic Outcomes
Study type: INTERVENTIONAL
Overall status: COMPLETED
Phase: NA
Conditions: Achievement
Lead sponsor: University of Oregon
Sponsor class: OTHER
First posted: 2014-11-13
Enrollment: 848
Sex: ALL
Standard ages: CHILD
ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: SINGLE_GROUP
Primary purpose: PREVENTION

Brief summary: The Positive Family Support Project seeks to understand some of the factors that increase success for children in early elementary school, such as positive family support at home. This study will inform us on ways to help children learn and succeed in school.

Detailed description: The transition to elementary school is a critical time for the development of key skills that are necessary for school success, including sustained attention, self-regulation, initiating and sustaining successful peer relationships, and academic competence. Parent support at home, such as positive parenting and support for learning, is associated with school readiness indicators that predict successful adaptation to the school context. For many children at risk for poor developmental outcomes this transition can be difficult and may lead to early academic problems, which in turn may define a trajectory that culminates in more severe forms of problem behavior and learning difficulties. The purpose of this study is to evaluate the efficacy of implementing the Family Check-Up (FCU), a school-based, ecological approach to family intervention, during the transition into elementary school.

Eligibility criteria: Inclusion Criteria: 700 Kindergarten children and their families entering Kindergarten in the Clackamas School District in 2014 and 2015 -

Exclusion Criteria:

-

Primary outcomes:
measure: Change in parenting skills measured by standardized questionnaires
timeFrame: Up to 3 years
measure: Change in child self-regulation and behavioral control measured by standardized questionnaires
timeFrame: Up to 3 years
measure: Increase chances for child school success as measured by early literacy standardized testing scores
timeFrame: Up to 3 years
measure: Increase positive child social relationships as measured by standardized questionnaires
timeFrame: Up to 3 years
Secondary outcomes:
measure: Decrease in family stress/hardship as measured by standardized questionnaires
timeFrame: Up to 3 years
Other outcomes:
Locations:
city: Eugene
country: United States
facility: University of Oregon Child and Family Center
state: Oregon
Study officials:
References:
citation: Stormshak EA, DeGarmo D, Garbacz SA, McIntyre LL, Caruthers A. Using Motivational Interviewing to Improve Parenting Skills and Prevent Problem Behavior During the Transition to Kindergarten. Prev Sci. 2021 Aug;22(6):747-757. doi: 10.1007/s11121-020-01102-w.
citation: Stormshak EA, McIntyre LL, Garbacz SA, Kosty DB. Family-centered prevention to enhance parenting skills during the transition to elementary school: A randomized trial. J Fam Psychol. 2020 Feb;34(1):122-127. doi: 10.1037/fam0000570. Epub 2019 Jul 18.