Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study

DeLoatche, Kendall Jeffries; Bradley-Klug, Kathy L.; Ogg, Julia A.; Kromrey, Jeffrey D.; Sundman-Wheat, Ashley N.

doi:10.1007/s10643-014-0660-7

Cited by 17 publications

(12 citation statements)

References 14 publications

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“…The frequent use of accessibility promotion and assessment to engage families found in this review is consistent with previous research citing the regular use of these engagement strategies across a broader population (Lindsey et al 2014). Strategies to enhance the accessibility of interventions, such as the provision of child care transportation, appointment reminders are commonly used to promote engagement in treatment (Canning and Fantuzzo 2000; Delaney and Kaiser 2001;DeLoatche et al 2015). However, we did not see a relationship between attrition and the use of strategies to promote access to the intervention.…”

Section: Discussionsupporting

confidence: 80%

Strategies to Engage Underrepresented Parents in Child Intervention Services: A Review of Effectiveness and Co-occurring Use

et al. 2018

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The purpose of this review was to estimate the impact of parent engagement strategies tested with underrepresented families of young children with social, emotional, or behavioral disorders, and describe the combinations in which these strategies are commonly used together. We conducted a systematic review using the PracticeWise Engagement Coding System to identify which strategies had the strongest empirical support for engaging underrepresented (i.e., minority race or ethnicity, or low income) families receiving psychosocial services for their children. Social network analyses were used to identify the frequency of strategy use and how strategies were combined to engage underrepresented families. Linear regression was used to estimate the impact of each strategy on parent engagement, using attrition as a proxy for non-engagement. Thirty-five studies met inclusion criteria. Parent attrition was predicted by larger sample sizes, lower maternal education, interventions that were more community or home-based, less therapist monitoring, positive reinforcement from therapists, and more pairing families with peers. Social network analyses suggested that more effective strategies were more frequently implemented alone and less effective strategies were commonly combined with each other. Our findings suggest that researchers and practitioners require guidance in selecting engagement strategies to reduce attrition of underrepresented families in treatment. Although we identified promising strategies for improving parent engagement in treatment for underrepresented children with social, emotional, or behavioral disorders, the frequent combining of engagement strategies in research means that there is little data on the independent effects of interventions to increase parent engagement for this population.

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Section: Discussionsupporting

confidence: 80%

Strategies to Engage Underrepresented Parents in Child Intervention Services: A Review of Effectiveness and Co-occurring Use

et al. 2018

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“…In many previous studies, researchers have also shown the success of PCBR programs for children from high-risk families, such as children whose parents were in prison, 82 children whose mothers were teenagers, 19,83 and children who were from homeless families. 84 In the current review, we found that the length of the study and dosage of PCBR intervention were not predictive of psychosocial 54 Weisleder et al (study 1), 14 61 Scott et al, 62 Wake et al, 63 16 Kumar et al, 19 54 DeLoatche et al, 55 Goldfeld et al, 57 Lam et al, 16 Mathis and Bierman, 12 O'Connor et al, 13 Scott et al, 61 effectiveness. There are other variables that were not assessed in the included studies that may be influencing factors, such as the contents and text features of books 22,24 and the quality of parent-child interactions.…”

Section: Summary Of Evidencementioning

confidence: 59%

Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis

Xie

Chan

et al. 2018

Pediatrics

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“…Research indicates that families who provide their children with rich experiences through play, reading, conversation, academic activities, and other cognitive stimuli, will support their children's future success in school (e.g., DeLoatche et al 2015;Huntsinger et al 2016;Jarrett and Coba-Rodriguez 2017). Families who provide these kinds of early experiences may promote their children's preparedness for kindergarten, including young children's reading and math skills (Phillips et al 2016;Puccioni 2018).…”

Section: Helping Children Be Prepared For Schoolmentioning

confidence: 99%

Teacher-perceived developmental predictors of family involvement in prekindergarten

et al. 2021

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Family involvement is critical for children's early learning and development. Consequently, it is important to identify predictors of family involvement in early childhood. The present study used teacher-report data to examine child-level developmental predictors of family involvement as defined by three aspects: absenteeism, tardiness, and family efforts to help children be prepared for school. We used a sample of N = 334 prekindergarten students whose teachers report as eligible for free/reduced-price lunch. Two-level models revealed that teachers perceived prekindergarten students' entering social-emotional development as predictive of family involvement by the end of the year. Implications for both research and practice are discussed. In particular, we provide ideas for research and practice in light of the potential accuracy and inaccuracy of teachers' perceptions.

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Increasing Parent Involvement Among Head Start Families: A Randomized Control Group Study

Cited by 17 publications

References 14 publications

Strategies to Engage Underrepresented Parents in Child Intervention Services: A Review of Effectiveness and Co-occurring Use

Strategies to Engage Underrepresented Parents in Child Intervention Services: A Review of Effectiveness and Co-occurring Use

Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis

Teacher-perceived developmental predictors of family involvement in prekindergarten

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