NCT06312358

Expanding the Infant Achievements Intervention Through Community Partnerships

Centering Community Partnerships to Facilitate Scaling Up of Infant Achievements for Community Implementation

• Status: Completed
• Phase: N/A
• Study type: Interventional
• Enrollment: 10 (actual)
• Sponsor: Hugo W. Moser Research Institute at Kennedy Krieger, Inc. · Academic / Other
• Sex: All
• Age: 18 Years – 100 Years
• Healthy volunteers: Accepted

Summary

The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are: 1. Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest? 2. To what extent is the PD intervention feasible to implement in an established child care program? 3. To what extent is the PD program acceptable to teachers? Participants will attend PD workshops and participate in content-related job-embedded coaching sessions during the implementation of the study.

Detailed description

The primary objective of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. It is hypothesized that teachers' fidelity to developmentally-appropriate practices, assessed through classroom observation measures, will increase following their participation in a comprehensive PD training intervention. The secondary hypotheses are that (1) the PD intervention is feasible to implement in an established child care program, and (2) the PD program is acceptable to teachers. Teacher participants will attend PD workshops, co-developed with community partners, and engage in follow-up job-embedded coaching sessions occurring weekly in their classrooms.

Conditions

• Child Development
• Infant Development
• Developmental Delay
• Language Development

Interventions

Type	Name	Description
BEHAVIORAL	Building Capacity for Infant Achievements in Child Care	All teacher participants will be assigned to the professional development intervention consisting of an interactive workshop and weekly coaching sessions.

Timeline

• Start date: 2024-04-01
• Primary completion: 2024-09-01
• Completion: 2025-02-15
• First posted: 2024-03-15
• Last updated: 2025-09-23

Locations

1 site across 1 country: United States