An Integrative Approach to Improve Child Outcomes Through Research-based Parent and Teacher Interventions

An Integrative Approach to Improve Child Outcomes Through Research-based Parent and Teacher Interventions

The purpose of this study is to learn whether a combination of two research-proven programs, a responsive caregiving parenting program and a teacher training program, will have an effect on infants' and toddlers' language, cognitive, social-emotional, and self-regulation skills. The interventions are designed to specifically target parent use of a responsive, stimulating caregiving style in the home in combination with teacher instructional practices and the use of a responsive interactive style in the classroom.

Inclusion Criteria:

• Given that the target population includes EHS agencies, low-income children speaking English and/or Spanish will be eligible for participation.
• In some cases, children with mild delays (e.g., receiving speech therapy services) can participate.

Exclusion Criteria:

• Children with significant developmental disabilities (e.g., intellectual disabilities, significant sensory impairments, and children diagnosed with moderately severe forms of Autism Spectrum Disorders) will not be consented for assessments as the interventions are not specialized to meet the needs of these children.
• Children primarily speaking a language other than Spanish or English will be excluded due to the fact that appropriate assessment procedures are lacking.
• In terms of exclusionary criteria for teachers, those that are participating in other research studies, or who have recently completed other similar studies, will not be recruited.