Clinical trial NCT06197997: Resilient, Engaged, and Connected Study
Official title: Strengthening Parenting, Young Children's Social-Behavioral Competence, and Kindergarten Readiness in Schools Serving Low-Income Communities
Study type: INTERVENTIONAL
Overall status: RECRUITING
Phase: NA
Conditions: Parenting
Parenting Intervention
Keywords: Parenting
Chicago Parent Program
CPP
Lead sponsor: Johns Hopkins University
Sponsor class: OTHER
Collaborators: name: Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
First posted: 2024-01-10
Enrollment: 840
Sex: ALL
Minimum age (years): 18
Standard ages: ADULT
OLDER_ADULT
Accepts healthy volunteers: yes
Allocation: RANDOMIZED
Intervention model: PARALLEL
Intervention model description: The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence.
Primary purpose: PREVENTION

Brief summary: Purpose of this study is to test the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-year-old children enrolled in public prekindergarten (PreK) programs in Maryland.

Detailed description: Using a hybrid Type 2 effectiveness-implementation design, this study tests the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-year-old children enrolled in public prekindergarten (PreK) programs in Maryland. Thirty Title 1 schools across two Maryland school districts (Baltimore City Public Schools n=20; Cecil County Public Schools n=10) will be randomized into experimental (receive the Chicago Parent Program intervention) or control (usual school practice) conditions. The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence. All schools will participate for 2 years. In the experimental condition, school staff trained in CPP will implement the program in groups of 10-15 parents of PreK students in a virtual group or in-person group format (format order counterbalanced). Parents in the control condition will complete surveys only. Study outcomes for all participants will be evaluated at PreK baseline (T1), 4-5 months post baseline (T2), in the fall of kindergarten (T3), and at the end of kindergarten (T4). Outcomes include children's social-emotional-behavioral competence, parent engagement in early childhood education, and parenting skills; school community cohesion; kindergarten readiness, chronic absence, and retained in kindergarten. Additional evaluation data will be collected in the experimental condition assessing perceived effectiveness, implementation quality, uptake, and cost-effectiveness to understand factors that affect the likelihood the program can be successfully integrated and sustained in urban and rural school settings. Demographic background variables will be collected from parents at baseline. Variables include the caregiver role in relation to the PreK child; the race, ethnicity, age, and gender of the parent and PreK child; primary language spoken in the home; and parents' education, employment status, marital status, and annual household income. The investigators will also assess nine family economic hardships experienced over the past 12 months. Demographic background variables will also be collected from PreK teachers at baseline and K teachers in the fall of K and will include gender, age, race, ethnicity, education, and teaching experience at the teacher's current school.

Eligibility criteria: Inclusion Criteria:

Title 1 public school or Community School in Cecil County or Baltimore City, or located in a community designated as high need by the Maryland State Department of Education based on a score of 0.6 on the Center for Disease Control Social Vulnerability Index:

* has at least 1 full-day public PreK classroom with 20+ students;
* school has not previously offered CPP;
* principal consents to being randomized and participate for 2 years;
* principal consents to study team recruiting parents, teachers, and staff to participate in the study.

PreK Parents:

* Parent (biological, step, adoptive, foster), grandparent, or legal guardian of 4-5 year old student enrolled in participating PreK program;
* 18+ yrs;
* speaks English or Spanish;
* consents to allowing access child's school identification.

Teachers:

* PreK or K teacher in classroom of student of participating parent;
* consents to completing study surveys.

CPP Group Leaders:

* completes CPP group leader training
* agrees to lead CPP groups
* speaks English or Spanish
* at least a High School diploma/General Equivalency Diploma (GED)
* consents to completing surveys and submitting audio recorded CPP sessions for fidelity assessment

School-based personnel inclusion criteria:

* Principal, teacher, or other school-based staff involved in CPP implementation
* consents to interview on perspectives about CPP in the school

Exclusion Criteria:

* Principal cannot commit staff to offering CPP groups
* school previously offered CPP
* school located in a geographic area with less than 80% connectivity
* PreK Parents previously participated in CPP
* Teachers: teacher also a participating parent or CPP group leader
* School-based personnel: Principal, teacher, or other school-based staff is a study parent

Primary outcomes:
measure: Social-behavioral readiness as assessed by the social-behavioral domain of the Kindergarten Readiness Assessment (KRA).
timeFrame: 1-year follow-up
measure: Percentage of children who reported chronic absence
timeFrame: 1 year
measure: Percentage of children who retained in grade
timeFrame: 1 year
measure: Social Competence and Behavior Evaluation (SCBE-30) score (Teacher Version)
timeFrame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
measure: Social Competence and Behavior Evaluation (SCBE-30) score (Parent Version)
timeFrame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
measure: Eyberg Child Behavior Inventory (ECBI) score
timeFrame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
measure: Parent engagement as assessed by the Parent-Teacher Involvement Questionnaire
timeFrame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
measure: Parent engagement as assessed by the Parent Engagement in Early Childhood Education (PEECE) Survey
timeFrame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
Secondary outcomes:
measure: Total kindergarten readiness score
timeFrame: 1 year
measure: Parenting skills as assessed by the Parenting Questionnaire
timeFrame: Baseline, post-intervention up to 3 months, 1-year follow-up
measure: Social connectedness as assessed by Intervention Group Environment Scale
timeFrame: post-intervention up to 4 months
measure: Parent Satisfaction as assessed by the Chicago Parent Program Satisfaction form
timeFrame: Post-intervention up to 4 months
measure: CPP Reach as assessed by percent of eligible parents enrolled
timeFrame: At baseline
measure: CPP Effectiveness as assessed by End of Program Satisfaction score
timeFrame: Immediately post intervention
measure: CPP Perceived effectiveness as assessed by qualitative interview
timeFrame: Immediately post-intervention (intervention group)
measure: CPP Adoption as assessed by qualitative interview
timeFrame: Immediately post-intervention (intervention group)
measure: Percentage of CPP group-leader retention rate
timeFrame: 2 years
measure: CPP Implementation challenges as assessed by qualitative interview
timeFrame: 2 years
measure: Social Connectedness in Group Environments Scale (Parent)
timeFrame: Immediately post-intervention (intervention group)
measure: Percentage of parents who completed CPP
timeFrame: Immediately post-intervention (intervention group)
measure: Quality of Parents' Participation in the CPP groups as assessed by the Quality of Participation score
timeFrame: Immediately post-intervention (intervention group)
measure: CPP Implementation Quality as assessed by CPP Fidelity Checklist score
timeFrame: Up to 12 weeks
measure: Maintenance of CPP as assessed by implementation costs
timeFrame: Immediately post-intervention (intervention group)
measure: Maintenance of CPP as assessed by qualitative interview
timeFrame: Immediately post-intervention (intervention group)
Other outcomes:
measure: Cost-effectiveness
timeFrame: Post-intervention up to 3 months
Locations:
city: Baltimore
country: United States
facility: Johns Hopkins School of Nursing
state: Maryland
city: Baltimore
country: United States
facility: Johns Hopkins University
state: Maryland
Study officials:
affiliation: JHU School Of Nursing
name: Deborah Gross, DNSc
role: PRINCIPAL_INVESTIGATOR
References: