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| SPARK Ohio | HighScope/Perry Preschool Project | Abecedarian Project | Chicago Child-Parent Centers | Parents as Teachers | Nurse-Family Partnership |
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Target population | Children in low-income households | African American children in low-income households (Southeast Michigan, 1960s) | At-risk infants in low-income households (North Carolina, 1970s) | At-risk children in low-income neighborhoods (Title I funded areas) | At-risk families and children in low-income neighborhoods (specific criteria determined by program affiliates) | First-time low-income mothers and their children |
Intervention type | Home visitation staff trained in early childhood development; Group meetings; Screenings and referral for developmental or mental health concerns | Home visitation and school with certified teaching staff | Child care center/preschool and primary school-based instruction | Child care center/preschool based instruction and home visitation with trained paraprofessional | Home visitation with trained paraprofessional; Group Meetings, Screening for developmental delays; Resource network | Home visitation with registered nurse |
Age at Entry | 3 or 4 years | 3 or 4 years | Infancy | 3 years | Prenatal | Prenatal (mothers 14-16 weeks gestation) |
Supporting agency(ies) | Early Childhood Resource Center; Sisters of Charity Foundation, Canton Ohio | HighScope Educational Research Foundation, Ford Foundation, U.S. Administration of Children, Youth, and Families | Frank Porter Graham Child Development Institute at the University of North Carolina at Chapel Hill | Department of Early Childhood Education Chicago Public Schools | Missouri Department of Elementary and Secondary Education, Danforth Foundation, Parents as Teachers | National Institute of Mental Health, National Institute of Child Health and Human Development, U.S. Department of Justice |
Recruiting method(s) | Neighborhood canvassing, community social service referrals, word-of-mouth, school district referral | Neighborhood canvassing, low IQ scores requirement (approx. 70-85pts) assessed using the Stanford-Binet Intelligence Scale | Social service referral, screening performed using High Risk Index | Neighborhood canvassing via school-community representative | Community information packets given to new parents, community social service employee and agency referral (e.g., Women, Infant, and Children [WIC] programs) | Multi-site prenatal clinic visits (Elmira, New York; Memphis, Tennessee; and Denver, Colorado) |
Activity(ies) | Prescribed lesson plans, book reading with accompanying task cards to teach parents to teach and become advocates and increase parental engagement | No uniform curriculum; Plan-Do-Review sequence | Learning Games ® encouraging playful exchange between adult and child | No uniform curriculum; emphasizes whole-class, small-group and individualized instruction, field trips, and play; Chicago EARLY instructional guide used as supplement | Born to Learn curriculum to provide: parent-child interaction, development-centered parenting, family well-being | Parental interviews |
Control Group | No early intervention administered (peers enrolled in same kindergarten classes as participants) | No early intervention administered | No early intervention administered (utilized other community preschools/child care centers), received free diapers and formula | No early intervention administered (same-aged peers from similar socio-economic backgrounds enrolled in other school programs in area) | No early intervention administered (utilized other community preschools/child care centers) | No early intervention administered |
Dosages (i.e., intensity) | Monthly | Daily (school), weekly (home) | Daily (school), bi-weekly (home) | Daily (includes 6-week summer program) | Monthly (no or minimal needs), bi-weekly (moderate or high needs) | Weekly (until 6 weeks old), bi-weekly (until 20 months old), monthly (until 2 years old) |
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