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Sustained Benefits of a Preschool Home Visiting Program: Child Outcomes in Fifth Grade

Karen L Bierman1, Brenda S Heinrichs1, Janet A Welsh1

  • 1The Pennsylvania State University.

Early Childhood Research Quarterly
|June 4, 2021
PubMed

Insights

The Research-based Developmentally Informed Parent program (REDI-P) showed sustained benefits in academic performance and parent-child functioning up to fifth grade. However, parenting risks moderated social-emotional outcomes, impacting children from disadvantaged backgrounds.

Area of Science:

  • Child Development
  • Educational Psychology
  • Public Health

Background:

  • Early childhood interventions aim to improve long-term outcomes for children in poverty.
  • Preschool home-visiting programs are a key strategy for supporting vulnerable families.
  • Sustained effects of such programs require ongoing evaluation.

Purpose of the Study:

  • To evaluate the long-term (fifth grade) effects of the Research-based Developmentally Informed Parent program (REDI-P).
  • To examine sustained impacts on child academic performance, social-emotional adjustment, and parent-child functioning.
  • To explore whether parenting risks moderate the intervention's sustained effects.

Main Methods:

  • Randomized controlled trial with 200 Head Start prekindergarten children and caregivers.
  • Intervention: 16-session home-visiting program.
  • Longitudinal analysis using growth curves from prekindergarten through fifth grade.

Main Results:

  • Sustained intervention effects observed in academic performance (reading, motivation, engagement) and parent-child functioning (expectations, stress) at fifth grade.
  • Parenting risks (e.g., education, parental depression) moderated social-emotional outcomes (social competence, student-teacher relationships).
  • Intervention effects were larger for children from families with fewer risks.

Conclusions:

  • The REDI-P intervention demonstrates lasting positive impacts on academic and family functioning for children in poverty.
  • Home-visiting programs should consider tailoring approaches to mitigate the influence of parenting risks on social-emotional development.
  • Findings inform the design of effective early childhood interventions to promote school success and well-being.

Keywords:
follow-up assessmentshome visitingkindergarten transitionlow-income familiesparent interventionschool readiness

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