Resilient, Engaged, and Connected Study (REC)

Johns Hopkins University

Status: Enrolling

Conditions: Parenting; Parenting Intervention

Treatments: Behavioral: Chicago Parent Program (CPP)

Study type: Interventional

Funder types: Other; NIH

Identifiers

NCT06197997

IRB00428221

1R01HD108160-01A1 (U.S. NIH Grant/Contract)

Details and patient eligibility

About

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.

Full 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.

Enrollment: 840 estimated patients

Sex: All

Ages: 18+ years old

Volunteers: Accepts Healthy Volunteers

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

Trial design

Primary purpose: Prevention

Allocation: Randomized

Interventional model: Parallel Assignment

Masking: None (Open label)

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840 participants in 2 patient groups

Title 1 schools receive the Chicago Parent Program intervention

Experimental group

Description:

The experimental group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the Chicago Parent Program intervention.

Treatment:

Behavioral: Chicago Parent Program (CPP)

Title 1 schools receive the usual school practice

No Intervention group

Description:

The control group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the usual school practice.