ParentCorps: Promoting Healthy Development in Children From Low Income Communities

This study is ongoing, but not recruiting participants.
Sponsor:
Collaborators:
U.S. Department of Education
Information provided by (Responsible Party):
New York University School of Medicine
ClinicalTrials.gov Identifier:
NCT01670227
First received: August 8, 2012
Last updated: November 12, 2013
Last verified: November 2013
  Purpose

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


Condition Intervention
Behavior Problems of Childhood and Adolescence
Behavioral: PARENTCORPS

Study Type: Interventional
Study Design: Allocation: Randomized
Intervention Model: Parallel Assignment
Masking: Single Blind (Subject)
Primary Purpose: Prevention
Official Title: Preventing Conduct Problems in Poor Urban Preschoolers

Further study details as provided by New York University School of Medicine:

Primary Outcome Measures:
  • Change from baseline in Academic achievement through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2, and then annually through Year 4 ] [ Designated as safety issue: No ]
    Academic achievement test scores assessed via the Kaufman Test of Educational Achievement (KTEA)

  • Change from baseline in Child behavior at school through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2, and then annually through Year 6 ] [ Designated as safety issue: No ]
    Masked observations of child behavior at school


Secondary Outcome Measures:
  • Change from baseline Academic performance through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2, and then annually through Year 6 ] [ Designated as safety issue: No ]
    Teacher and parent ratings of academic performance

  • Change from baseline Behavior through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2, and then annually through Year 6 ] [ Designated as safety issue: No ]
    Teacher and parent ratings of behavior

  • Change from baseline Parent engagement in school through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2, and then annually through Year 6 ] [ Designated as safety issue: No ]
    Teacher rating of parent engagement in school

  • Change from baseline Positive behavior support through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2 ] [ Designated as safety issue: No ]
    Parent report of positive behavior support

  • Change from baseline Classroom climate and positive behavior support through Year 4 [ Time Frame: Assessed twice per year in Years 1 and 2, and then annually through Year 4 ] [ Designated as safety issue: No ]
    Masked observations of classroom climate and positive behavior support


Enrollment: 1050
Study Start Date: September 2005
Estimated Study Completion Date: June 2014
Estimated Primary Completion Date: June 2014 (Final data collection date for primary outcome measure)
Arms Assigned Interventions
Experimental: PARENTCORPS
ParentCorps is a school-based, family-focused universal intervention designed to attenuate the multiple risks associated with urban poverty, on children's health and development
Behavioral: PARENTCORPS
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.
Control Condition
No intervention
Behavioral: PARENTCORPS
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

Ages Eligible for Study:   4 Years and older
Genders Eligible for Study:   Both
Accepts Healthy Volunteers:   No
Criteria

Inclusion Criteria:

  • Enrollment in Pre-K
  • At least one English-Speaking caregiver

Exclusion Criteria:

  Contacts and Locations
Choosing to participate in a study is an important personal decision. Talk with your doctor and family members or friends about deciding to join a study. To learn more about this study, you or your doctor may contact the study research staff using the Contacts provided below. For general information, see Learn About Clinical Studies.

Please refer to this study by its ClinicalTrials.gov identifier: NCT01670227

Locations
United States, New York
New York University School of Medicine, The Child Study Center
New York, New York, United States, 10016
Sponsors and Collaborators
New York University School of Medicine
U.S. Department of Education
Investigators
Principal Investigator: Laurie Brotman, PhD New York University School of Medicine
  More Information

Publications:
Additional publications automatically indexed to this study by ClinicalTrials.gov Identifier (NCT Number):
Responsible Party: New York University School of Medicine
ClinicalTrials.gov Identifier: NCT01670227     History of Changes
Other Study ID Numbers: 5R01MH77331-2, R01MH077331, R305F050245
Study First Received: August 8, 2012
Last Updated: November 12, 2013
Health Authority: United States: Institutional Review Board

Keywords provided by New York University School of Medicine:
EARLY CHILDHOOD
UNIVERSAL PREVENTION

Additional relevant MeSH terms:
Mental Disorders

ClinicalTrials.gov processed this record on August 27, 2014