The Legacy for Children™ Randomized Control Trial: Effects on Cognition Through Third Grade for Young Children Experiencing Poverty

Abstract

Objective: In an effort to promote the health and developmental outcomes of children born into poverty, the Centers for Disease Control and Prevention (CDC) conceptualized and designed the Legacy for Children™ (Legacy) public health prevention model. This article examines the impact of Legacy on children's cognitive and language development (intelligence quotient [IQ], achievement, language skills, and early reading skills) using both standardized assessments and parent-reported indictors through third grade.Methods: Data were collected from 2001 to 2014 from 541 mother-child dyads who were recruited into the 2 concurrent randomized controlled trials of Legacy in Miami and Los Angels.Cognitive and/or language outcomes of children were assessed annually from age 2 to 5 years as well as during a follow-up visit in the third grade. Results:Children experiencing Legacy at the Los Angeles site had significantly higher IQ and achievement scores at 2 and 6 years postintervention, equivalent to approximately one-third of an SD (4 IQ points). IQ results persisted over time, and the difference between intervention and comparison groups on achievement scores widened. There were no significant differences in cognitive outcomes in the Miami sample. There were no significant differences in language outcomes for either site. Conclusion:Legacy shows evidence of effectiveness as an intervention to prevent cognitive delays among children living in poverty. The mixed findings across sites may not only reflect the

Behavioral and Socioemotional Outcomes of the Legacy for Children™ Randomized Control Trial to Promote Healthy Development of Children Living in Poverty, 4 to 6 Years Postintervention

“…28 In addition, given the different racial and ethnic breakdown between sites, the experiences of racial or ethnic discrimination may also have been different over time. Compounded with 18 layers of intersectional disadvantage may play a role in intervention effects and could contribute to differences in patterns of child outcomes across sites reported in this study; however, these relations could not be directly examined with the data collected. Furthermore, the developmentally appropriate socioemotional and behavioral measures at third grade differed slightly from the early childhood measures; therefore, the third-grade measures may simply be tapping into different aspects of socioemotional and behavioral development than previously used measures.…”

“…Data were collected from 364 mother-child dyads who completed at least 1 behavioral or socioemotional measure at the third-grade follow-up as part of the Legacy randomized control trials (RCTs) between 2001 and 2009 at the Los Angeles (LA) and Miami sites. Figure 1 shows the CONsolidated Standards of Reporting Trials flowchart (previously published), 18 which provides complete information on eligibility and retention through the current assessment time point (n 5 375 across all measures at third grade, including those not included in present analyses). To ensure adequate power for detection of meaningful effects at each site, initial sample size was determined based on an effect size of 0.50 for age-appropriate cognitive assessments at intervention close and a conservative 50% participant loss rate.…”

“…Details on language accommodations are reported elsewhere. 18 For the present analyses, measures of child behavioral, emotional, and social developmental outcomes are described below. Included measures were developmentally appropriate self-report, maternal report, and standardized child performance tasks to follow up on assessments of socioemotional and behavioral constructs examined in early childhood.…”

IV. Ikergazte. Nazioarteko ikerketa euskaraz. Kongresuko artikulu bilduma. Giza zientziak eta Artea

“…Ikerketa ugarik diotena da, aldiz, pobreziak funtzionaltasun 1 gutxiagoko ezagutza-subjektuak sortzen dituela eta, gainera, gizarte digitalean fenomeno hau areagotu egiten da. Pobreziak gaitasun askoren garapena eragozten du, hala nola, kognitiboak eta komunikatiboak: hala adierazten dute hainbat ikerketa enpirikok eta meta-analisik (Hahn et al 2013, Perou et al 2019, Banerjee eta Tamis-LeMonda 2007. Ahalmen epistemikoen uzkurdura hori aztertzean, Frickerrek jatorrian planteatutakoak ikusten ez duen puntu itsu bat ikus daiteke, uzkurtze horrek ez baitu zertan aurreiritziekin inolako loturarik izan behar.…”

“…Ingurune pobretuek, ahalmenen garapena oztopatzean, gaitasun kognitibo eta epistemikoak ere baldintzatzen ditu. Garapen horren baldintzapenean, badira gaitasun batzuk ez direnak modu egokian garatzen, esaterako, epistemiko, kognitibo eta komunikatiboak (Hahn et al 2013, Perou et al 2019, Banerjee y Tamis-LeMonda 2007. Funtsean, esan daiteke uzkurtze epistemikoa gertatzen dela maila sozioekonomiko baxuak zeharkatzen dituen testuinguru horietan eta uzkurtze horrek testigantza-injustiziak eta injustizia hermeneutikoek jasotzen ez dituzten dimentsioak zeharkatzen ditu (ekonomikoak, boterezkoak, egiturazkoak…).…”