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Updated: Jun 20, 2026

Assessment and Evaluation of the High Risk Neonate: The NICU Network Neurobehavioral Scale
Published on: August 25, 2014
A randomized, controlled evaluation of early intervention: the Born to Learn curriculum
D Drotar1, J Robinson, L Jeavons
1Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229-2029, USA. dennis.drotar@cchmc.org
Background:
This study addressed the need for studies of the efficacy of the Born to Learn (BTL) curriculum.
Methods:
Based on random assignment, 227 families of infants received the BTL curriculum conducted in monthly home visits, and 237 families received general child development education only.
Results:
The BTL curriculum resulted in higher mastery motivation (task competence) at 36 months (P < 0.05) and greater effects for children from low (P < 0.01) versus high socio-economic status on mastery motivation and cognitive development at 24 months. No effects were found on a wide range of other developmental outcomes.
Conclusion:
Future studies should document the BTL curriculum effectiveness in diverse settings and samples.
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