ParentCorps: Promoting Healthy Development in Children From Low Income Communities

NYU Langone Health1,050 enrolled

Overview

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

Study Type

INTERVENTIONAL

Allocation

RANDOMIZED

Purpose

PREVENTION

Masking

SINGLE

Enrollment

1,050

Conditions

Behavior Problems of Childhood and Adolescence

Interventions

PARENTCORPSBEHAVIORAL

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.

Eligibility

Sex: ALLMin age: 4 Years

Medical Language ↔ Plain English

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

Locations (1)

New York University School of Medicine, The Child Study Center

New York, New York, United States

Outcomes

Primary Outcomes

Change from baseline in Academic achievement through Year 4

Academic achievement test scores assessed via the Kaufman Test of Educational Achievement (KTEA)

Time frame: 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

Time frame: Assessed twice per year in Years 1 and 2, and then annually through Year 6

Secondary Outcomes

Change from baseline Academic performance through Year 4

Teacher and parent ratings of academic performance

Time frame: 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

Time frame: 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

Time frame: 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

Time frame: 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

Data from ClinicalTrials.gov

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