A variety of resources have been compiled and summarized that demonstrate curriculum effectiveness in order to assist early childhood programs with identifying Evidence-Based Practices (EBP) EBPs are specific practices, programs, interventions, or curricula shown to have positive effects on outcomes through rigorous research. In other words, research shows the practice, program, or intervention has the intended impact.
Read More
Multiple research designs can contribute to EBPs, but some research designs are better suited to address outcomes. Randomized control trials (RCTs) are the most rigorous research design and are ideal for determining intervention or program effectiveness. This design includes a control group and randomization, where participants are randomly assigned to the intervention or control group.
A control group includes only people who do not receive the intervention being evaluated and who are then used as a basis for comparison. In high quality studies, the control group is similar to the intervention group in almost all aspects except receiving the intervention. Using an equivalent control group in a study increases confidence that outcomes in the intervention group are associated with the intervention as opposed to some other unknown or external factor.
Random assignment (randomization) means people are assigned to either the control group or intervention group by chance rather than by choice or other criteria. This process reduces bias and increases confidence that outcomes in the intervention group are due to the intervention.
The effectiveness of an intervention or program must be demonstrated across multiple, replicated studies that utilize rigorous research design and include large, diverse populations. This further increases confidence that the outcomes observed are the result of the intervention and are generalizable in different populations.
Additionally, it is valuable to assess the long-term impact of an intervention, not just immediate outcomes following the intervention or program. Large, longitudinal studies with follow up studies can help show whether significant, positive effects were sustained over time.
Learn more here: Identifying and Implementing Educational Practices Supported by Rigorous Evidence: A User Friendly Guide
Literacy
Numeracy
Social Skills
Parent Education
Home Visiting
LETRS (Language Essentials for Teachers of Reading and Spelling) for Early Childhood Educators
Includes Phonological Component
Description
LETRS (Language Essentials for Teachers of Reading and Spelling) for Early Childhood Educators is a learning module intended to enrich and extend professional development for early childhood educators and care providers in helping prekindergarten children learn the early literacy and language skills shown in research to be critical for later success. The content included in the modules focuses heavily on the science of reading and the importance of phonological processing.
Sources
Phonological Awareness Training plus Letter Knowledge Training
Includes Phonological Component
Description
Phonological Awareness Training plus Letter Knowledge Training is a general practice aimed at enhancing young children’s phonological awareness, print awareness, and early reading abilities.
Sources
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40(5), 665.
Double, K., McGrane, J., Stiff, J., & Hopfenbeck, T. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(1), 1220-1234.
Machin, Stephen J. and McNally, Sandra and Viarengo, Martina, 'Teaching to Teach' Literacy. IZA Discussion Paper No. 9955, Available at SSRN: https://ssrn.com/abstract=2786039
Phonological Awareness Training
Includes Phonological Component
Description
Phonological Awareness Training is a general practice aimed at enhancing young children’s phonological awareness abilities. Phonological awareness refers to the ability to detect or manipulate the sounds in words independent of meaning and is considered a precursor to reading.
Sources
Dialogic Reading
Description
Dialogic Reading is an interactive shared picture book reading practice designed to enhance young children’s language and literacy skills.
Sources
Mol, S. E., Bus, A. G., de Jong, M. T., & Smeets, D. J. H. (2008). Added value of dialogic parent-child book readings: A meta-analysis. Early Education and Development, 19(1), 7-26.
Simsek, Z. C. & Erdogan, N. I. (2015) Effects of the dialogic and traditional reading techniques on children's language development. Procedia - Social and Behavioral Sciences 197, 754-758.
Doyle, B. G. & Bramwell, W. (2006). Promoting emergent literacy and social–emotional learning through dialogic reading. The Reading Teacher, 59(6), 554-564.
Towson, Jacqueline & Gallagher, Peggy. (2016). Dialogic reading for young children with disabilities: A review of literature with suggestions for future research. Baskent University Journal of Education. 3. 58-71. Available at http://buje.baskent.edu.tr/index.php/buje/article/view/59/44
Curiosity Corner
Description
Curiosity Corner is a comprehensive cognitive-developmental program designed to develop the attitudes, skills, and knowledge necessary for later school success with an emphasis on children’s language and literacy skills.
Sources
Direct Instruction (DI)
Description
Direct Instruction is a teacher-directed program in which specific cognitive and literacy skills are broken down into small units and taught explicitly.
Sources
Best Evidence Encyclopedia (BEE)
Lloyd, J., Carnine D., Slocum, T., Watkins, C. (Eds.) Does Direct Instruction Deserve Status as an Evidence-Based Practice? ADI Press, 20.
Early Literacy and Learning Model (ELLM)
Includes Phonological Component
Description
Early Literacy and Learning Model (ELLM) is a literacy-focused curriculum and support system designed to enhance existing classroom curricula by specifically focusing on improving children's early literacy skills and knowledge.
Sources
Blueprints for Healthy Youth Development (BHYD)
Best Evidence Encyclopedia (BEE)
Wehry, Stephanie & Kasten, Katherine & Cosgrove, Madelaine & Fountain, Cheryl & Wood, Janice (2010). Effectiveness of the Early Literacy and Learning Model (ELLM) with Instructional Support.
HighScope Preschool
Includes Phonological Component
Description
HIghScope Preschool is a comprehensive curriculum designed to provide a rich academic foundation and foster child creativity, confidence, and independence.
Sources
Literacy Express
Includes Phonological Component
Description
Literacy Express is a preschool curriculum designed for three- to five-year-old children. It is structured around units on oral language, emergent literacy, basic math, science, general knowledge, and socioemotional development.
Sources
Nuffield Early Language Intervention
Includes Phonological Component
Description
Nuffield Early Language Intervention is a school-based program designed to improve children's vocabulary, narrative skills, active listening, and confidence in independent speaking.
Sources
Story Talk – Interactive Book Reading Program
Description
Story Talk – Interactive Book Reading Program is a reading strategy intended to promote the development of language and literacy skills in young children from low-income families.
Sources
Heggerty Phonemic Awareness Pre-Kindergarten
Includes Phonological Component
Description
Heggerty Phonemic Awareness Pre-Kindergarten Curriculum provides 35 weeks of daily lessons, focusing on eight phonemic awareness skills, along with two additional activities to develop letter and sound recognition, and language awareness.
Sources
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40(5), 665.
Double, K., McGrane, J., Stiff, J., & Hopfenbeck, T. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(1), 1220-1234.
Machin, Stephen J. and McNally, Sandra and Viarengo, Martina, 'Teaching to Teach' Literacy. IZA Discussion Paper No. 9955, Available at SSRN: https://ssrn.com/abstract=2786039
Zoo-phonics
Includes Phonological Component
Description
The Zoo-phonics Multisensory Language Arts Program is a kinesthetic, multi-modal approach to learning all aspects of language arts, including vocabulary development and articulation, based on phonics and phonemic awareness.
Sources
Muter, V., Hulme, C., Snowling, M. J., & Stevenson, J. (2004). Phonemes, rimes, vocabulary, and grammatical skills as foundations of early reading development: evidence from a longitudinal study. Developmental Psychology, 40(5), 665.
Double, K., McGrane, J., Stiff, J., & Hopfenbeck, T. (2019). The importance of early phonics improvements for predicting later reading comprehension. British Educational Research Journal, 45(1), 1220-1234.
Machin, Stephen J. and McNally, Sandra and Viarengo, Martina, 'Teaching to Teach' Literacy. IZA Discussion Paper No. 9955, Available at SSRN: https://ssrn.com/abstract=2786039
Doors to Discovery
Includes Phonological Component
Description
Doors to Discover is a preschool literacy curriculum that uses eight thematic units of activities to help children build fundamental early literacy skills in oral language, phonological awareness, concepts of print, alphabet knowledge, writing, and comprehension.
Sources
Ready, Set, Leap!
Includes Phonological Component
Description
Ready, Set, Leap! is a comprehensive preschool curriculum that focuses on early reading skills, such as phonemic awareness, letter knowledge, and letter-sound correspondence using multi-sensory technology that incorporates touch, sight, and sound.
Sources
Chambers, Bette, Botton, Oli, Cheung, Alan, & Slavin Robert E., Effective Early Childhood Education Programs for Disadvantaged Children, 21.
Research Based, Developmentally Informed (REDI)
Includes Phonological Component
Description
Research Based, Developmentally Informed (REDI) is a preschool program designed primarily to enhance executive functions and school readiness among disadvantaged students.
Sources
The Project Approach
Description
The Project Approach is a set of teaching strategies that helps teachers guide PreK children through in-depth investigations of real-world topics.
Sources
Waterford Early Reading Program
Includes Phonological Component
Description
Waterford Early Reading is an emergent literacy curriculum that uses computer-based technology to prepare children for reading. It focuses on teaching children their letters, as well as developing phonological and phonemic awareness, story and print concepts, and language concepts.
Sources
Programs Found to Have No Effects
| Program | Includes Phonological Component | Sources |
|---|---|---|
| Building Early Language and Literacy (BELL) | Yes | Best Evidence Encyclopedia (BEE) |
| Creative Curriculum | Yes | Read More IES What Works Clearinghouse Best Evidence Encyclopedia (BEE) |
| Language-Focused Curriculum | No | Read More Best Evidence Encyclopedia (BEE) |
No Longer Available for Purchase
Bright Beginnings
Description
Bright Beginnings is an early childhood curriculum, based in part on High/Scope and Creative Curriculum, with an additional emphasis on language and literacy skills
Sources
Exemplary Model of Early Reading Growth and Excellence (EMERGE)
Description
Exemplary Model of Early Reading Growth and Excellence (EMERGE) is a literacy-based program designed to help children from low-income families acquire early literacy skills.
Sources
Let's Begin With The Letter People
Description
Let’s Begin with the Letter People is an early literacy approach that emphasizes building language and literacy through play. In addition to literacy, it addresses math, art, music, science, and language.
Sources
Building Blocks for Math
Description
Building Blocks for Math is a supplemental mathematics curriculum designed to develop preschool children’s early mathematical knowledge through various individual and small- and large-group activities.
Sources
Pre-K Mathematics
Description
Pre-K Mathematics is a supplemental curriculum designed to develop informal mathematical knowledge and skills in preschool children.
Sources
Early Childhood Positive Behavioral Interventions & Supports (PBIS) AKA Pyramid Model
Description
Early Childhood Positive Behavioral Interventions & Supports (PBIS) AKA Pyramid Model provides a framework of evidence-based practices to promote the social-emotional competence of all children, address the social-emotional and behavioral needs of children who are at-risk, and develop supports for children with persistent social, emotional or behavioral concerns.
Sources
Social Skills Training
Description
Social skills training is not a specific curriculum, but rather a collection of practices that utilize a behavioral approach to teaching preschool children age-appropriate social skills and competencies, including communication, problem solving, decision making, self-management, and peer relations.
Sources
Denham, S. A., Bassett, H. H., Brown, C., Way, E., & Steed, J. (2015). “I Know How You Feel”: Preschoolers’ emotion knowledge contributes to early school success. Journal of Early Childhood Research, 13(3), 252-262
Voltmer, K. & von Salisch, M. (2017). Three meta-analyses of children's emotion knowledge and their school success. Learning and Individual Differences, 59, 107-118.
Torres, M. M., Domitrovich, C. E., & Bierman, K. L. (2015). Preschool interpersonal relationships predict kindergarten achievement: Mediated by gains in emotion knowledge. Journal of Applied Developmental Psychology, 39, 44-52.
ParentCorps
Description
ParentCorps is an early childhood, family-centered, school-based intervention for children and their families living in historically disinvested neighborhoods. The universal program targets children in pre-Kindergarten (pre-K) and is designed to help parents and teachers create safe, nurturing, and predictable environments for young children. ParentCorps is delivered as an enhancement to pre-K programs.
Sources
Al’s Pals: Kids Making Healthy Choices
Description
Al’s Pals: Kids Making Healthy Choices is an early childhood, resiliency-based curriculum designed to increase the protective factor of social and emotional competence in young children and to decrease the risk factor of early and persistent aggression or antisocial behavior.
Sources
Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS)
Description
Behavioral, Emotional, and Social Training: Competent Learners Achieving School Success (BEST in CLASS) is a classroom-based intervention, delivered by teachers, which is designed to prevent emotional and behavioral disorders (EBDs). The goal of the program is to reduce chronic problem behaviors and improve interactions and relationships between teachers and children.
Sources
Incredible Years - Teacher Classroom Management
Description
Incredible Years - Teacher Classroom Management is a preschool-based program designed to strengthen teachers’ classroom-management strategies and develop children’s social and problem-solving skills.
Sources
PATHS (Promoting Alternative Thinking Strategies) Curriculum
Description
PATHS (Promoting Alternative Thinking Strategies) Curriculum is a comprehensive social-emotional learning program designed to reduce aggression and behavior problems and to increase emotional and social competencies in preschool and elementary school-aged children.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Red Light, Purple Light!: A Self-Regulation Intervention
Description
Red Light, Purple Light!: A Self-Regulation Intervention is a preschool-based program intended to improve behavioral aspects of self-regulation in children through circle time games that target attention, working memory, and inhibitory control.
Sources
Tools of the Mind
Description
Tools of the Mind is an early childhood program designed to promote academic learning and prosocial behaviors by supporting the development of executive function and other regulation-related skills.
Sources
The Incredible Years
Description
The Incredible Years is composed of training programs for children, parents, and teachers. The child program is a group treatment program delivered by group leaders to small groups of children ages 4-8 years and a classroom prevention program delivered by group leaders/teachers to an entire classroom of students ages 3-8 years.
Sources
The following did not include research for PreK-aged children in the EBP resource rating:
| Second Step - Social-Emotional Learning | Home Visiting Evidence of Effectiveness (ESSA) |
GenerationPMTO (Individual Delivery Format)
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Child development
- Positive Parenting
Description
GenerationPMTO (Individual Delivery Format) is a parent training intervention that can be used in family contexts including two biological parents, single-parent, re-partnered, grandparent-led, reunification, adoptive parents, and other primary caregivers.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Incredible Years - Full
Intervention Targets
- Positive Parenting
- School Readiness
- Child Development
Description
BASIC parent training component emphasizes parenting skills such as child directed play with children; academic, persistence, social and emotional coaching methods; using effective praise and incentives; setting up predictable routines and rules and effective limit-setting; handling misbehavior with proactive discipline and teaching children to problem solve.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
ParentCorps
Intervention Targets
- School Readiness
- Caregiver Support
- Child Development
Description
ParentCorps is a culturally informed program that enhances pre-K programs in schools and early education centers serving primarily children of color from low-income communities. It helps the important adults in children's lives - parents and teachers - to create safe, nurturing and predictable environments at home and in the classroom and improves relationships and communication between parents and teachers.
Sources
Blueprints for Healthy Youth Development (BHYD)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Chicago Parent Program
Intervention Targets
- Positive Parenting
- Parent/Caregiver Emotion Regulation
- Child Development
Description
The Chicago Parent Program (CPP) strengthens parenting confidence and skills and reduces behavior problems in children 2-5 years old. Designed in collaboration with an advisory board of African American and Latino parents raising young children in low-income neighborhoods, CPP addresses a gap in the availability of evidence-based parenting programs that specifically address the needs of this population of families. Sessions focus on building positive relationships with children (e.g., child-centered time, family routines and traditions, praise and encouragement), child behavior management skills (setting clear expectations, following through with consequences, effective discipline strategies), stress management, and problem-solving skills.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Kids in Transition to School (KITS)
Intervention Targets
- School Readiness
- Positive Parenting
- Caregiver Support
Description
Kids in Transition to School (KITS) is a short-term, intensive intervention designed to enhance psychosocial and academic school readiness in children at high risk for school difficulties. KITS features a two-pronged approach: (a) a 24-session therapeutic playgroup focused on promoting social-emotional skills and early literacy in children about to be kindergarten students, and (b) an 8-session parent workshop focused on promoting parent involvement in early literacy and the use of positive parenting practices. The KITS curriculum is delivered during the summer before and the early fall of kindergarten.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Parenting Together Project (PTP)
Intervention Targets
- Father Involvement
- Support for Caregivers
- Child Health
Description
PTP is an educational intervention for first-time parents that focuses on the development of fathers' knowledge, skills, and commitment to the fatherhood role. The programs goals are to increase mothers' support and expectations for the fathers' involvement; to foster co-parental teamwork in the couple; and to have the couple deal more constructively with contextual factors such as work and cultural expectations.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Supporting Father Involvement (SFI)
Intervention Targets
- Father Involvement
- Child Development
- Caregiver Support
Description
SFI is a preventive intervention designed to enhance fathers' positive involvement with their children. The curriculum is based on an empirically-validated family risk model. The curriculum highlights the potential contributions fathers make to the family.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Triple P System - Population System Approach - Level 3
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Posiitve parenting
- Child Development
Description
Triple P - Positive Parenting Program® - Level 3 Discussion Group (Level 3 Triple P Discussion Group) is one of the interventions within the Triple P - Positive Parenting Program System which helps parents learn strategies to promote social competence and self-regulation in children as well as decrease problem behavior.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Triple P System - Population System Approach - Level 4
Intervention Targets
- Posiitve parenting
- Emotion
- Child Development
Description
Level 4 Triple P is one of the five levels of the Triple P - Positive Parenting Program® System which is also highlighted on the CEBC. Level 4 Triple P helps parents learn strategies that promote social competence and self-regulation in children as well as decrease problem behavior.
Sources
Blueprints for Healthy Youth Development (BHYD)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Tuning in to Kids (TIK)
Intervention Targets
- Child Development
- Parent/Caregiver Emotion Regulation
- Caregiver Support
Description
Tuning in to Kids (TIK) is a parenting program that focuses on emotions and is designed to assist parents to establish better relationships with their children. The program teaches parents simple emotion coaching skills - that is how to recognize, understand, and manage their own and their children's emotions.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
1-2-3 Magic: Effective Discipline for Children 2-12
Intervention Targets
- Positive Parenting
- Parent/Caregiver Emotion Regulation
Description
1-2-3 Magic is a group format discipline program for parents of children approximately 2-12 years of age. The program can be used with average or special needs children. 1-2-3 Magic divides the parenting responsibilities into three straightforward tasks: controlling negative behavior, encouraging good behavior, and strengthening the child-parent relationship. The program seeks to encourage gentle, but firm, discipline without arguing, yelling, or spanking.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
CICC's Effective Black Parenting Program (EBPP)
Intervention Targets
- Child Development
- Positive Parenting
- Child Health
Description
EBPP is a parenting skill-building program created specifically for parents of African-American children. It was originally designed as a 15-session program to be used with small groups of parents. A one-day seminar version of the program for large numbers of parents has been created. EBPP is disseminated via instructor training workshops conducted nationwide. Target Population: African-American families at risk for child maltreatment
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
COPEing with Toddler Behaviour
Intervention Targets
- Positive Parenting
- Parent/Caregiver Emotion Regulation
- Child Development
Description
COPEing with Toddler Behaviour is an 8-session parent group designed to enhance caregiver skills in preventing and responding to challenging behaviour. The group is for any parent of a child 12 to 36 months old. The primary goal of COPEing with Toddler Behaviour is to improve parent-child interaction in order to prevent the development of disruptive behaviour disorders.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Early Pathways Program (EPP)
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Positive Parenting
- Child Development
Description
EPP is a home-based, parent-child therapy program for children 6 years of age and younger with significant behavior and/or emotional problems including trauma. It was designed specifically for a diverse population of very young children who come from families living in poverty, most of whom meet criteria for a psychiatric diagnosis.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Family Foundations
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Caregiver Support
- Positive Parenting
Description
Family Foundations is a universal prevention program developed in collaboration with childbirth educators to enhance coparenting quality among couples who are expecting their first child. The program consists of four prenatal and four postnatal sessions, run once a week, with each two-hour session administered to groups of 6-10 couples. This program focuses on coparenting and the coparenting relationship, rather than other romantic relationship or parenting qualities. In assisting parents to work together supportively, the program content covers emotional self-management, conflict management, problem solving, communication, and mutual support strategies.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Family Growth Center (FGC)
Intervention Targets
- Support for caregivers
- Child Health
- Child Development
Description
FGC is a community-based family support program designed to reduce repeat pregnancy and school drop-out rates among adolescent mothers. The program aims to provide teen mothers in high-risk neighborhoods with a comprehensive set of educational and support services, offered within family and neighborhood contexts.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Helping the Noncompliant Child (HNC)
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Positive Parenting
Description
HNC is a skills-training program aimed at teaching parents how to obtain compliance in their children ages 3 to 8 years old. The goal is to improve parent-child interactions in order to reduce the escalation of problems into more serious disorders (e.g., conduct disorder, juvenile delinquency).
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Incredible Years - Parent
Intervention Targets
- Positive Parenting
- Child development
- School Readiness
Description
The IY Parent program has been used as a selective and indicated prevention intervention with high risk economically disadvantaged parents of young children and with families referred for child abuse and neglect. The program is targeted toward children between the ages of two and 12 with separate component protocols for babies and toddlers, preschoolers (3-5 years) and school age children (6-12 years).
Sources
Parent Effectiveness Training (P.E.T.)
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Positive Parenting
- Caregiver Support
Description
P.E.T.'s purpose is to offer parents a set of skills for developing and maintaining effective relationships with their children and others. Parents learn listening skills to help their children when they have problems, self-disclosure skills to help themselves when their children cause problems for them, and skills to resolve conflicts and problems so that both the parent and the child gets their needs met.
Sources
Step-by-Step Parenting Program ®
Intervention Targets
- Child Health
- Support for Caregivers
- Child Development
Description
The Step-by-Step Parenting Program® breaks down essential child-care skills for children from birth to about 3 years or age into small steps. A wide-range of parenting skills are covered related to child health, safety, and development, including: newborn care; feeding and nutrition; diapering; bathing; home and sleep safety; first aid; toilet training; parent-child interactions; and positive behavior support.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Systematic Training for Effective Parenting (STEP)
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Positive Parenting
Description
STEP (Systematic Training for Effective Parenting) is a multicomponent parenting education curriculum. The three STEP programs help parents learn effective ways to relate to their children from birth through adolescence by using parent education study groups. By identifying the purposes of children's behavior, STEP also helps parents learn how to encourage cooperative behavior in their children and how not to reinforce unacceptable behaviors.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Not Rated
- 24/7 Dad®
- ARC Reflections
- Boot Camp for New Dads® (BCND)
- Circle of Parents®
- Corrective Attachment Therapy
- Edgewood Kinship Supporter Network
- InsideOut Dad®
- Intensive Parent Model
- Just Beginning (JB) Program
- Keeping Kids in Mind (KKIM)
- Kinship Education Preparation and Support (KEPS)
- Love and Logic
- Parenting Inside Out (PIO)
- Partners in Parenting Edication
- Positive Discipline Parent Education
- Quality Parenting
- Strengthening Families Program (Spe)
- The FATHER (Fostering Actions To Help Earnings and Responsibility) Project
Not Rated = These programs have not been rated on any database as of Jan 1, 2022. Sufficient high quality research does not exist in order to show any effects.
Family Programs Focused On Clinical/Trauma/Prevention Of Child Abuse
Attachment and Biobehavioral Catch-Up (ABC) - Infant
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Support for caregivers
- Child Development
Description
Attachment and Biobehavioral Catch-Up–Infant (ABC-Infant) is a training program for caregivers of infants between the ages of 6 and 24 months. The model is designed to help caregivers provide (1) nurturing, even when children do not appear to need it, (2) mutually responsive interactions in which caregivers follow children’s lead, and (3) care that does not frighten children.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
CEBC Attachment and Biobehavioral Catch-up (ABC)
Mendenhall, A. N., Byers, K., Grube, W., & Sattler, P. (2021). Kansas ABC Early Childhood Initiative: Phase 1 Evaluation Report. School of Social Welfare, University of Kansas.
Kohlhoff, Jane, Lieneman, Corey, Cibralic, Sara, Traynor, Nicole, & McNeil, Cheryl B. (2022). Attachment‑Based Parenting Interventions and Evidence of Changes in Toddler Attachment Patterns: An Overview.
Family Check-Up® (FCU)
Intervention Targets
- Positive Parenting
- Child development
- Parent/Caregiver Emotion Regulation
Description
Family Check-Up is a strengths-based, family-centered intervention designed to support parents’ efforts to promote children’s competence, mental health, and risk reduction. It can be integrated into a variety of service settings, including home visiting. Families with children ages 2 through 17 years are eligible for Family Check-Up.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
Healthy Families America (HFA)®
Intervention Targets
- Child Health
- Parent/Caregiver Emotion Regulation
- School Readiness
Description
Healthy Families America’s (HFA) goals include reducing child maltreatment, improving parent-child interactions and children’s social-emotional well-being, and promoting children’s school readiness. Local HFA sites select the target population they plan to serve and offer hour-long home visits at least weekly until children are 6 months old, with the possibility of less frequent visits thereafter.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Nurse-Family Partnership (NFP)®
Intervention Targets
- Parent Education
- Support for Caregivers
- Child Development
Description
The Nurse-Family Partnership (NFP) is designed for first-time, low-income mothers and their children. It includes one-on-one home visits by a trained registered professional nurse to participating clients. NFP is designed to improve (1) prenatal and maternal health and birth outcomes, (2) child health and development, and (3) families’ economic self-sufficiency and/or maternal life course development.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
Blueprints for Healthy Youth Development (BHYD)
AVANCE Parent-Child Education Program (PCEP)
Intervention Targets
- Parent Education
- Child Health
- School Readiness
Description
AVANCE's philosophy is based on the premise that education must begin in the home and that the parent is the child's first and most important teacher. The PCEP fosters parenting knowledge and skills through a nine-month, intensive bilingual parenting curriculum that aims to have a direct impact on a young child's physical, emotional, social, and cognitive development. Parents/primary caregivers are taught how to make toys out of common household materials and how to use them as tools to teach their children school readiness skills and concepts.
Sources
Child First
Intervention Targets
- Child Development
- Parent/Caregiver Emotion Regulation
- Support for Caregivers
Description
Child First works to decrease the incidence of emotional and behavioral disturbance, developmental and learning problems, and abuse and neglect among high-risk young children and families. Child First serves pregnant women and families with children from birth through age 5.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
Early Head Start Home-Based Option
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Child Health
- School Readiness
Description
Early Head Start Home-Based Option services include a minimum of weekly 90-minute home visits and two group socialization activities per month for parents and their children. Home visitors are required to have a minimum of a Home Visitor Child Development Associate (CDA) or comparable credential, or equivalent coursework as part of an associate’s or bachelor’s degree.
Sources
Early Intervention Program for Adolescent Mothers
Intervention Targets
- Parent Education
- Support for Caregivers
- Child Health
Description
The Early Intervention Program (EIP) for Adolescent Mothers was designed to help young mothers gain social competence and achieve model objectives by teaching self-management skills, techniques for coping with stress and depression, and skills to communicate effectively with partners, family, peers, and social agencies. During home visits, public health nurses used a variety of teaching methods to cover five main content areas: (1) health, (2) sexuality and family planning, (3) maternal role, (4) life skills, and (5) social support systems.
Sources
Early Start (New Zealand)
Intervention Targets
- Child Health
- Parent Education
- Parent/Caregiver Emotion Regulation
Description
Early Start was designed to be a mainstream program, targeting at-risk families with newborns and children up to age 5. However, the developers took steps to ensure that the model would also be culturally responsive to the Māori, an indigenous population of New Zealand. Home visitors deliver services at varying levels of intensity depending on the family’s needs.
Sources
Family Connects
Intervention Targets
- Child Health
- Parent Education
- Support for Caregivers
Description
Family Connects is a universal nurse home visiting model available to all families with newborns residing within a defined service area. The model aims to support families’ efforts to enhance maternal and child health and well-being and reduce rates of child abuse and neglect. It consists of one to three nurse home visits, typically when the infant is 2 to 12 weeks old, and follow-up contacts with families and community agencies to confirm families’ successful linkages with community resources.
Sources
Healthy Beginnings
Intervention Targets
- Child Health
- Support for Caregivers
- Child Development
Description
Healthy Beginnings was a demonstration project in Sydney, Australia, implemented from 2007 to 2010. Healthy Beginnings targeted first-time mothers of infants from socially and economically disadvantaged areas. The model aimed to prevent childhood obesity by improving children’s and families’ eating patterns, reducing sedentary activities such as television viewing, and increasing physical activity.
Sources
Home Instruction for Parents of Preschool Youngsters (HIPPY)®
Intervention Targets
- School Readiness
- Child development
- Parent/Caregiver Emotion Regulation
Description
Home Instruction for Parents of Preschool Youngsters (HIPPY) aims to support parents and caregivers as their children’s first teacher. The model is designed for parents who want to gain confidence in their ability to teach their children and prepare them for success, including parents with limited formal education or limited financial resources.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Maternal Early Childhood Sustained Home-Visiting Program (MECSH)
Intervention Targets
- Child Health
- Support for Caregivers
- Parent Education
Description
Based in Australia, the Maternal Early Childhood Sustained Home-Visiting (MECSH) program is designed to enhance maternal and child outcomes by providing prenatal and antepartum services. The model can be adapted for systems outside of Australia and to meet local needs. MECSH serves parents or caregivers at risk of adverse parental and/or child health and development outcomes.
Sources
Maternal Early Childhood Sustained Home-Visiting Program (MECSH)
Minding the Baby® Home Visiting (MTB-HV)
Intervention Targets
- Child Health
- Parent/Caregiver Emotion Regulation
- Parent Education
Description
Minding the Baby® Home Visiting is designed for young first-time parents living in low-income settings. The model aims to bridge primary care and mental health services for infants by pairing a nurse with a mental health professional to conduct home visits. The model aims to promote secure attachment; parental reflection (in which parents reflect on their children’s thoughts and feelings and their own development as a parent); and physical and mental health in babies, mothers, and their families.
Sources
Oklahoma's Community-Based Family Resources and Support (CBFRS) Program
Intervention Targets
- Child Health
- Parent Education
- Positive Parenting
Description
Oklahoma’s Community-Based Family Resource and Support (CBFRS) program, which targeted first-time mothers, was developed to improve maternal and child health and child development.
Sources
Oklahoma’s Community-Based Family Resource and Support (CBFRS) Program
Parents as Teachers (PAT)®
Intervention Targets
- Child Health
- Child Development
- School Readiness
Description
The goal of the Parents as Teachers (PAT) model is to provide parents with child development knowledge and parenting support, provide early detection of developmental delays and health issues, prevent child abuse and neglect, and increase children’s school readiness.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Play and Learning Strategies (PALS) - Infant
Intervention Targets
- Positive Parenting
- Child development
- Caregiver Support
Description
Play and Learning Strategies (PALS) is designed to strengthen parent–child bonding and stimulate children’s early language, cognitive, and social development. There are two versions of the model. PALS Infant curriculum for families with children 5 to 18 months, which consists of 10 weekly sessions. Parent educators are required to receive training and certification from the model developer, the Children’s Learning Institute at the University of Texas Health Science Center.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Families First
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Child Health
- Positive Parenting
Description
The Families First program utilizes the Risk, Need, and Responsivity Model for intervention with at-risk youth and families through 3-4 home visits per week totaling 6-10 hours per week, typically lasting 10-12 weeks. Individual responsivity factors are assessed so the worker can tailor the intervention to the youth and family.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Family Spirit
Intervention Targets
- Parent Education
- Child Health
- Child Development
Description
Family Spirit is designed for American Indian pregnant women and families with children younger than age 3. It can also be used with non-Native populations with high maternal and child behavioral health disparities. It aims to promote mothers’ parenting skills while assisting them in developing coping and problem-solving skills to overcome individual and environmental stressors.
Sources
Home Visiting Evidence of Effectiveness (HomVEE)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
ParentChild+
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Positive Parenting
- School Readiness
Description
ParentChild+, an early childhood program, is designed to promote parent-child interaction and positive parenting to enhance children's cognitive and social-emotional development. The program focuses on supporting families and enabling them to prepare their children for academic success through intensive home visiting.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
O’Neill, S. (2023). Follow-up Evaluation Study of the ParentChild+ Programme. Dublin: National College of Ireland.
Play and Learning Strategies (PALS) - Toddler/Preschool
Intervention Targets
- Positive Parenting
- School Readiness
Description
The PALS II curriculum was developed to facilitate parents' mastery of specific skills for interacting with their young children, such as understand children's signals, responding contingently, guiding children's behavior, and using rich language. It is designed as a preventive intervention program to strengthen the bond between parent and child and to stimulate early language, cognitive, and social development via positive language input, use of language and activities to encourage children's problem solving skills, and Positive Parenting strategies.
Sources
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Promoting First Relationships
Intervention Targets
- Parent/Caregiver Emotion Regulation
- Positive Parenting
Description
Promoting First Relationship® trains workers in early intervention, community mental health, home visiting and early care and education settings to deliver a home visiting program based on infant mental health principles. Promoting First Relationships® is strengths based. It uses joint observation and reflection on videotaped caregiver-child interactions to increase caregivers' confidence and competence.
Sources
Blueprints for Healthy Youth Development (BHYD)
California Evidence Based Clearinghouse for Child Welfare (CEBC)
Not Rated
- Early Steps to School Success (ESSS)
- Circle of Security Parenting (COS-P)
- Family Ties
- Kin as Teachers
- Nurturing Parenting Program for Parents and their Infants, Toddlers, and Preschoolers
- Parent Support Outreach Program (PSOP)
- Parent-Child Care (PC-CARE)
- Parenting Young Children
- Steps Toward Effective, Enjoyable Parenting (STEEP)
Not Rated = These programs have not been rated on any database as of Jan 1, 2022. Sufficient high quality research does not exist in order to show any effects.
More Information:
X
Well Supported by Research ⭐ ⭐ ⭐
Research included:
- Multiple, rigorous RCT studies
- Multiple replication and follow up studies
- Positive, sustained effects over a period of time (such as one year or longer)
- Studies reported in published, peer-reviewed literature
X
Supported by Research ⭐ ⭐
Research included:
- At least one or a small number of rigorous RCT studies. However, some of the studies:
- May have exhibited research design weaknesses and/or they needed to be replicated to confirm the initial findings
- Positive, sustained effects over a short period of time (such as 6 months or less)
- Studies reported in published, peer-reviewed literature
X
Supported EBP Practice with ECBG Evidence ⭐ ⭐
- Practice supported by research
- Early Childhood Block Grant (ECBG) data supports positive effects of the intervention
X
Emerging Research ⭐
Research included:
- At least one study utilized some form of control group
- In some cases, the study(ies) may have exhibited research design weaknesses
- There may have been positive, mixed, or no effects found
- Studies reported in published, peer-reviewed literature
X
Includes Phonological Component
The curriculum includes a phonological or phonemic awareness component.