Use of Item Response Theory to develop a measure of first-grade readiness

Objectives: The study reported the pilot evaluation of the Healthy Start Home Visit Program for disadvantaged Chinese parents with preschool children, delivered by trained parent assistants. Home visiting was used to make services more accessible to disadvantaged families. Method: The participants included 21 parent–child dyads. Outcome measures included parent report, teacher report, and direct assessment of children. Results: Paired samples t-test results indicated significant increase in child cognitive measures, child school readiness, child oral health practices; decreases in child sedentary activities, child home injury, and hospital visits; decreases in parenting stress and child behavior problems and increases in social support. The parent assistants delivering the program reported significant decreases in child behavior problems and parenting stress from pretraining to posttraining and completion of home visits. Conclusion: There was promising evidence that the Healthy Start Home Visit Program was effective in addressing the needs of disadvantaged families with preschool children.

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“…School readiness (Gumpel, 1999)—this is based on the Gumpel School Readiness scale. It consists of 6 items.…”

Section: Methodsmentioning

confidence: 99%

Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Leung

Tsang

Heung

2013

Research on Social Work Practice

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“…Gumpel School Readiness Scale (Gumpel, 1999). This is a 6-item measure on child learning behavior and preschool concepts.…”

Section: Child Learning and Behavior Outcome Measuresmentioning

confidence: 99%

Healthy Start Home Visiting Program—School-Based Model: Cluster Randomized Controlled Trial

Leung

Tsang

Heung

et al. 2018

Research on Social Work Practice

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Objective: This study evaluated the effectiveness of the Healthy Start Home Visiting Program—School-Based Model (HSS), using a cluster randomized controlled trial design. Methods: Participants included 224 parents from 20 preschools randomized into intervention and wait-list control groups at the preschool level. Furthermore, 105 parents from the participating preschools were trained as parent ambassadors to assist in program delivery. They were randomized into intervention and control groups at the preschool level. Outcome measures included parent and teacher reports on children’s learning, parent report on children’s behavior and health, their own parenting, and direct assessment of children. Parent ambassadors completed measures on parenting and their children’s behavior before training and after program delivery. Results: There was significant improvement at postintervention in parenting, children’s behavior, and learning and health in the intervention group, compared with the control group. Conclusions: The results provided evidence on the effectiveness of the HSS program.

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“…School Readiness Inventory. This scale was developed to assess the school readiness of children entering first grade, to be rated by preschool teachers (Gumpel, 1999). The Chinese version was adapted for 2-year-old and 3-year-old children, with 9 items on a 4-point rating scale from 0 (never behaves in this way) to 3 (always behaves in this way), with a parent version and a teacher version.…”

Section: Child Learningmentioning

confidence: 99%

Efficacy of a Universal Parent Training Program (HOPE-20)

Leung

Tsang

2015

Research on Social Work Practice

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Objective: This study examined the efficacy of Hands-On Parent program. Methods: Eligible participants were parents residing in Hong Kong with target children aged 2 years attending nursery schools. Cluster randomized control trial was adopted, with 10 schools (110 participants) assigned to intervention group and 8 schools (63 participants) to control group using random number table, without blinding of participants. Intervention group attended 20 parent training sessions based on social learning theory. Children were individually assessed on preschool concepts and language skills. Parents completed child behavior and parental stress questionnaires. Results: Intention-to-treat analysis (173 participants and 18 schools) indicated improvement in primary outcomes: child preschool concepts (d ¼ 0.70, 95% confidence interval [CI]: [0.38, 1.01]) and child behavior problems (d ¼ 0.67, 95% CI: [0.35, 0.99]), together with language skills (d ¼ 0.98, 95% CI: [0.65, 1.30]), and parental stress (d ¼ 0.71, 95% CI: [0.39, 1.02]). Conclusions: The results suggested that HOPE-20 program was beneficial to Chinese families.

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Use of Item Response Theory to develop a measure of first-grade readiness

Cited by 22 publications

References 11 publications

Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Pilot Evaluation of a Home Visit Parent Training Program in Disadvantaged Families

Healthy Start Home Visiting Program—School-Based Model: Cluster Randomized Controlled Trial

Efficacy of a Universal Parent Training Program (HOPE-20)

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