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Completed

NCT Number: NCT02257814

Head Start Classroom-based Approaches and Resources for Emotion and Social Skill Promotion (Head Start CARES)

The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.

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Key information

Conditions

Teacher Practice Child Social-Emotional Development

Age range

3 year–4 year

Sex eligibility

All sexes

Study type

Interventional

Phase

Not applicable

Primary location

MDRC

New York, 10016, United States

Who can participate

Healthy volunteers accepted: Yes

Only the study team can determine whether someone qualifies for participation.

Inclusion criteria

  • Grantees had to have at least 4 centers with a similar racial/ethnic composition
  • An equal number of classrooms with full-day or part-day programs
  • And a similar mix of four-year-old-only and mixed-age (three-and four-year-old) classrooms.
  • Children had to speak English and Spanish.

Exclusion criteria

  • A grantee was excluded from the sample if it: only ran early Head Start programs
  • Only served migrant children
  • Was located in a U.S. territory
  • Only or mostly provided family child care or home services
  • Was more than 100 miles from a "primary airport,"
  • Operated fewer than 4 centers with two classrooms each
  • Had been in operation for less than 2 years
  • Was not in compliance with Head Start Standards
  • They were already systematically implementing a social-emotional curriculum or participating in another evaluation study.

Treatment and study plan

Incredible Years Teacher Training

Behavioral

Preschool PATHS

Behavioral

Tools of the Mind

Behavioral

Primary outcomes

  1. Classroom Climate: Classroom Assessment Scoring System (CLASS)

    Time frame: 0 to 12 months

    Class-level outcome

  2. Teacher Practice: Adapted Teaching Style Rating Scale (TSRS)

    Time frame: 0 to 12 months

    Class-level outcome

  3. Executive Function: Head-to-Toes

    Time frame: 0 to 12 months

    Child-level outcome

  4. Executive Function: Pencil Tap

    Time frame: 0 to 12 months

    Child-level outcome

  5. Social Problem-Solving: Challenging Situations Task

    Time frame: 0 to 12 months

    Child-level outocme

  6. Emotion Knowledge: Emotion Situations and Identification Tasks

    Time frame: 0 to 12 months

    Child-level outcome

  7. Pre-Academic Skills: Academic Rating Scale

    Time frame: 0 to 12 months

    Child-level Outcome

  8. Pre-Academic Skills: Expressive One-Word Picture Vocabulary Test

    Time frame: 0 to 12 months

    Child-level outcome

  9. Pre-Academic Skills: Woodcock-Johnson III

    Time frame: 0 to 12 months

    Child-level outcome

  10. Behavior Regulation: Behavior Problems Index

    Time frame: 0 to 12 months

    Child-level outcome

  11. Social Behaviors: Social Social Skills Rating Scale

    Time frame: 0 to 12 months

    Child-level outcome

  12. Social Behaviors: Cooper-Farran Behavioral Rating Scale- Interpersonal Skills

    Time frame: 0 to 12 months

    Child-level outcome

  13. Learning Behaviors: Cooper-Farran Behavioral Rating Scale- Work-Related Skills

    Time frame: 0 to 12 months

    Child-level outcome

Sponsors and collaborators

Lead sponsor

MDRC

Other

Registry information

Important dates

Study start
2009
Primary completion
2012
First posted
Oct 6, 2014
Registry last updated
Oct 6, 2014

OpenTrials presents study information sourced from ClinicalTrials.gov. The official registry record should be consulted for the latest information.

View the official ClinicalTrials.gov record (opens in a new tab)

This listing is for discovery and informational purposes only. It is not medical advice, does not guarantee that a study is recruiting, and does not determine eligibility. Contact the study team and a qualified healthcare professional when considering participation.

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