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Head Start Classroom-based Approaches and Resources for Emotion and Social Skill Promotion (Head Start CARES)

NCT02257814 · Status: COMPLETED · Phase: NA · Type: INTERVENTIONAL · Enrollment: 2670

Last updated 2014-10-06

No results posted yet for this study

Summary

The purpose of this study was to deepen the evidence base for interventions that support the social-emotional skills that underlie children's engagement and attention to learning tasks by schools (learning behaviors) and their social interactions with teachers and peers (social behaviors). The study tested three theoretically-distinct approaches to enhancing children's social-emotional development, along with a comprehensive coaching and training model, on a large scale within the Head Start system.

Conditions

  • Teacher Practice
  • Child Social-Emotional Development

Interventions

BEHAVIORAL

Incredible Years Teacher Training

BEHAVIORAL

Preschool PATHS

BEHAVIORAL

Tools of the Mind

Sponsors & Collaborators

  • MDRC

    lead OTHER

Principal Investigators

  • Pamela Morris, Ph.D. · MDRC/New York University

Study Design

Allocation
RANDOMIZED
Masking
NONE
Model
PARALLEL

Eligibility

Min Age
3 Years
Max Age
4 Years
Sex
ALL
Healthy Volunteers
Yes

Timeline & Regulatory

Start
2009-04-30
Primary Completion
2012-06-30

Countries

  • United States

Study Locations

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Read the full study record

This page highlights key information. For complete eligibility criteria, study locations, investigator contacts, and the full protocol, visit the original record on ClinicalTrials.gov.

View NCT02257814 on ClinicalTrials.gov