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APPENDIX E.VII
| 0 to 1 Risk Factorsa | 2 to 3 Risk Factorsa | 4 to 5 Risk Factorsa | ||||||||||||
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Outcome | Program Group | Control Groupb | Impact Estimate Per Participantc | Effect Sized | Program Group | Control Groupb | Impact Estimate Per Participantc | Effect Sized | Program Group | Control Groupb | Impact Estimate Per Participantc | Effect Sized | ||
| CHILD COGNITIVE DEVELOPMENT | ||||||||||||||
| Average Bayley Mental Development Index (MDI) ***e | 92.4 | 93.1 | -0.7 | -5.3 | 91.0 | 86.4 | 4.5*** | 33.5 | 84.7 | 87.4 | -2.7 | -20.2 | ||
| Percentage with MDI < 85*** | 32.9 | 29.6 | 3.2 | 6.6 | 31.8 | 43.1 | -11.3*** | -23.2 | 44.7 | 42.3 | 2.4 | 4.9 | ||
| Percentage with MDI < 100*** | 65.0 | 66.5 | -1.5 | -3.7 | 72.2 | 84.8 | -12.6*** | -30.7 | 87.2 | 82.3 | 4.8 | 11.7 | ||
| CHILD LANGUAGE DEVELOPMENT | ||||||||||||||
| Average MacArthur CDI-Vocabulary Production | 60.0 | 58.2 | 1.8 | 8.1 | 57.0 | 53.9 | 3.1* | 13.6 | 52.6 | 48.6 | 4.0 | 17.9 | ||
| Percentage with Vocabulary Production < 25*** | 10.7 | 5.0 | 5.7 | 18.0 | 8.9 | 10.7 | -1.8 | -5.5 | 8.0 | 17.6 | -9.6** | -30.0 | ||
| Average MacArthur CDI-Combining Words*** | 80.8 | 83.1 | -2.3 | -5.4 | 79.5 | 78.4 | 1.1 | 2.7 | 78.3 | 76.2 | 2.1 | 5.0 | ||
| Average MacArthur CDI-Sentence Complexity | 9.5 | 8.8 | 0.7 | 9.1 | 9.3 | 8.0 | 1.3** | 16.5 | 7.5 | 6.6 | 0.9 | 10.7 | ||
| Percentage with Sentence Complexity < 2*** | 21.8 | 21.4 | 0.4 | 0.8 | 28.3 | 28.6 | -0.4 | -0.8 | 32.0 | 30.6 | 1.4 | 3.1 | ||
| CHILD SOCIAL-EMOTIONAL DEVELOPMENT | ||||||||||||||
| Average Bayley BRS-Emotional Regulation** | 3.5 | 3.8 | -0.3* | -32.4 | 3.6 | 3.6 | 0.0 | 5.4 | 3.5 | 3.7 | -0.2* | -25.2 | ||
| Average Bayley BRS-Orientation/Engagement* | 3.8 | 3.7 | 0.1 | 7.8 | 3.7 | 3.6 | 0.0 | 5.3 | 3.4 | 3.6 | -0.2* | -23.6 | ||
| Child Behavior Checklist-Aggression | 10.0 | 9.2 | 0.7 | 13.1 | 9.9 | 10.2 | -0.3 | -5.7 | 10.7 | 11.6 | -1.0 | -17.9 | ||
| Parent-Child Structured Play: Child Sustained Attention with Objects (Average) | 5.1 | 5.3 | -0.2 | -19.7 | 5.0 | 4.9 | 0.1 | 13.0 | 4.9 | 4.9 | -0.0 | -0.1 | ||
| Parent-Child Structured Play: Child Negativity Toward Parent (Average)* | 1.6 | 1.5 | 0.1 | 11.5 | 1.7 | 1.8 | -0.1 | -12.1 | 2.2 | 1.8 | 0.3* | 34.1 | ||
| Parent-Child Structured Play: Child Engagement (Average)*** | 4.6 | 5.2 | -0.6** | -48.6 | 4.3 | 4.1 | 0.2** | 16.6 | 4.0 | 4.1 | -0.1 | -10.7 | ||
| QUALITY OF THE HOME ENVIRONMENT AND PARENTING: EMOTIONAL SUPPORT | ||||||||||||||
| Home Observation for Measurement of the Environment (HOME) Emotional Responsivity | 6.4 | 6.5 | -0.1 | -9.8 | 6.3 | 6.0 | 0.2** | 15.4 | 5.8 | 5.9 | -0.0 | -1.3 | ||
| Parent-Child Structured Play: Parent Supportiveness | 4.4 | 4.6 | -0.2 | -19.4 | 4.1 | 3.9 | 0.2** | 18.8 | 3.7 | 3.5 | 0.2 | 18.1 | ||
| QUALITY OF THE HOME ENVIRONMENT AND PARENTING: STIMULATION OF LANGUAGE AND LEARNING | ||||||||||||||
| HOME Cognitive, Language, and Literacy Support | 10.9 | 10.6 | 0.3* | 15.5 | 10.3 | 10.0 | 0.3*** | 16.3 | 9.8 | 9.8 | 0.0 | 0.7 | ||
| Regular Bedtimes*** | 70.2 | 64.8 | 5.5 | 11.0 | 60.1 | 57.9 | 2.3 | 4.6 | 44.8 | 56.2 | -11.3* | -22.9 | ||
| Bedtime Routines*** | 79.6 | 76.9 | 2.8 | 5.9 | 68.9 | 64.7 | 4.2 | 9.0 | 56.4 | 61.1 | -4.7 | -10.1 | ||
| Reading Daily*** | 65.4 | 59.7 | 5.7 | 11.4 | 55.7 | 50.3 | 5.4 | 10.8 | 48.2 | 54.8 | -6.6 | -13.2 | ||
| Reading at Bedtime*** | 42.6 | 28.3 | 14.4* | 34.1 | 28.8 | 23.7 | 5.2 | 12.3 | 19.5 | 15.0 | 4.6 | 10.8 | ||
| Father Reads to Child | 4.6 | 4.5 | 0.2 | 7.1 | 3.4 | 3.3 | 0.1 | 5.2 | 2.7 | 2.9 | -0.1 | -5.2 | ||
| Reading Frequency* | 4.8 | 4.7 | 0.1 | 3.9 | 4.6 | 4.4 | 0.2** | 17.7 | 4.3 | 4.5 | -0.2 | -17.5 | ||
| Parent-Child Activities to Stimulate Cognitive and Language Development* | 4.6 | 4.5 | 0.1 | 9.7 | 4.6 | 4.4 | 0.1** | 17.0 | 4.4 | 4.6 | -0.2 | -17.6 | ||
| Outside Activities | 2.7 | 2.7 | 0.0 | 0.8 | 2.8 | 2.7 | 0.1 | 9.8 | 2.8 | 2.9 | -0.0 | -4.2 | ||
| HOME Verbal/Social Skills | 2.9 | 2.9 | -0.0 | -3.9 | 2.8 | 2.7 | 0.1 | 8.7 | 2.6 | 2.6 | 0.0 | 2.7 | ||
| QUALITY OF THE HOME ENVIRONMENT AND PARENTING: NEGATIVE PARENTING BEHAVIOR | ||||||||||||||
| HOME Absence of Punitive Interactions | 4.7 | 4.9 | -0.2** | -20.7 | 4.4 | 4.5 | -0.1 | -8.9 | 4.0 | 4.3 | -0.3 | -23.4 | ||
| Parent-Child Structured Play: Parent Detachment | 1.3 | 1.2 | 0.1 | 7.5 | 1.4 | 1.5 | -0.1* | -14.8 | 1.6 | 1.8 | -0.3 | -28.1 | ||
| Parent-Child Structured Play: Parent Intrusiveness | 1.5 | 1.5 | 0.0 | 3.3 | 1.8 | 1.9 | -0.1 | -8.5 | 2.2 | 1.9 | 0.3 | 27.9 | ||
| Parent-Child Structured Play: Negative Regard | 1.3 | 1.1 | 0.2* | 25.7 | 1.4 | 1.4 | -0.0 | -1.3 | 1.7 | 1.6 | 0.1 | 9.3 | ||
| Spanked Child in Last Week*** | 34.1 | 40.1 | -6.1 | -12.1 | 49.5 | 53.7 | -4.2 | -8.4 | 58.4 | 65.9 | -7.6 | -15.1 | ||
| KNOWLEDGE OF CHILD DEVELOPMENT AND DISCIPLINE STRATEGIES | ||||||||||||||
| Knowledge of Infant Development Inventory (KIDI) | 3.5 | 3.5 | 0.0 | 1.6 | 3.4 | 3.3 | 0.1*** | 19.0 | 3.3 | 3.3 | 0.0 | 7.9 | ||
| Would Use Mild Discipline Only*** | 59.5 | 51.1 | 8.3 | 16.9 | 44.7 | 40.2 | 4.5 | 9.2 | 24.5 | 24.7 | -0.2 | -0.5 | ||
| Index of Discipline Severity | 2.0 | 2.4 | -0.5** | -27.1 | 2.6 | 2.7 | -0.1 | -6.6 | 3.3 | 3.3 | 0.0 | 2.0 | ||
| PARENT PHYSICAL AND MENTAL HEALTH | ||||||||||||||
| PSI Parental Distress | 24.3 | 24.2 | 0.1 | 0.7 | 25.1 | 25.7 | -0.6 | -6.4 | 25.8 | 28.1 | -2.3* | -24.7 | ||
| PSI Parent-Child Dysfunctional Interaction | 16.7 | 16.3 | 0.3 | 5.7 | 17.0 | 17.3 | -0.3 | -5.2 | 17.8 | 19.0 | -1.1 | -19.1 | ||
| FES Family Conflict* | 1.5 | 1.7 | -0.2** | -35.6 | 1.7 | 1.7 | 0.0 | 2.9 | 1.8 | 1.8 | 0.0 | 4.1 | ||
| CIDI Depression (Probability) | 13.6 | 13.4 | 0.3 | 0.8 | 11.2 | 12.6 | -1.4 | -4.8 | 18.9 | 12.3 | 6.6 | 21.9 | ||
| Overall Health Status | 3.5 | 3.7 | -0.2 | -15.0 | 3.4 | 3.4 | 0.1 | 6.8 | 3.5 | 3.6 | -0.1 | -4.5 | ||
| Sample Size | ||||||||||||||
| Parent interview | 203 | 174 | 377 | 529 | 516 | 1,045 | 239 | 228 | 467 | |||||
| Bayley | 165 | 141 | 306 | 448 | 414 | 862 | 197 | 186 | 383 | |||||
| Parent-child interactions | 172 | 138 | 310 | 444 | 409 | 853 | 198 | 189 | 387 | |||||
SOURCE: Parent interviews, child assessments, interviewer observations,
and assessments of semi-structured parent-child interactions conducted
when children were approximately 24 months old.
NOTE: All estimates were calculated using regression models, where each site was weighted equally. Only sites with at least 10 program group members and 10 control group members in the subgroup are included in the estimates for each subgroup.
aRisk factors include: (1) mother was under 20 when focus child was born; (2) mother had not completed high school or a GED; (3) family was receiving TANF cash assistance; (4) mother was neither working nor in school or job training; and (5) mother was a single parent.(back)
bThe control group mean is the mean for the control group members who would have participated in Early Head Start if they had instead been assigned to the program group. This unobserved mean is estimated as the difference between the program group mean for participants and the impact per participant. A participant is defined as a program group member who received more than one Early Head Start home visit, met with an Early Head Start case manager more than once, received at least two weeks of Early Head Start center-based services, and/or participated in Early Head Start parent-child group activities.(back)
cThe estimated impact per participant is measured as the estimated impact per eligible applicant divided by the proportion of program group members who participated in Early Head Start services (which varied by site). The estimated impact per eligible applicant is measured as the difference between the regression-adjusted means for program and control group members.(back)
dThe effect size is calculated by dividing the estimated impact per participant by the standard deviation of the outcome measure for the control group times 100 (that is, it is the impact per participant expressed as a percentage of a standard deviation).(back)
eAsterisks next to variable names indicate significance levels for statistical tests of differences in impacts across the subgroups.(back)
*Significantly different from zero at the .10 level,
two-tailed test.
**Significantly different from zero at the .05 level, two-tailed test.
***Significantly different from zero at the .01 level, two-tailed
test.
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