A Clinic-Based School Readiness Coaching Intervention for Low-Income Latino Children: An Intervention Study

Jaime W. Peterson; Lynne C. Huffman; Janine Bruce; Ndola Prata; Kim G. Harley; Lisa J. Chamberlain

doi:10.1177/0009922820941230

A Clinic-Based School Readiness Coaching Intervention for Low-Income Latino Children: An Intervention Study

Jaime W. Peterson, Lynne C. Huffman, Janine Bruce, Ndola Prata, Kim G. Harley, Lisa J. Chamberlain

Pediatrics

Research output: Contribution to journal › Article › peer-review

2 Scopus citations

Abstract

This intervention study assessed school readiness (SR)-related parent behaviors and perceived barriers for Latino parent-child pairs (N = 149, M_age = 4.5) after a clinic-based SR intervention (n = 74) or standard well-child care (n = 75). Intervention was a 1-hour visit with a community health worker (CHW) to assess child SR, model SR interactions, and provide SR tools and resources. Primary outcomes were parent behaviors and barriers collected by phone questionnaire. Regression analyses revealed that parents in the intervention were more likely to tell their child a story and visit the library in the last week and less likely to report barriers of limited SR knowledge. A brief, SR coaching intervention with a CHW increased SR-related parent behaviors and reduced barriers to SR. Evaluation with school entry data is underway.

Original language	English (US)
Pages (from-to)	1240-1251
Number of pages	12
Journal	Clinical pediatrics
Volume	59
Issue number	14
DOIs	https://doi.org/10.1177/0009922820941230
State	Published - Dec 1 2020

Keywords

Latino
parenting
pediatrics
school readiness

ASJC Scopus subject areas

Pediatrics, Perinatology, and Child Health

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10.1177/0009922820941230

Cite this

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title = "A Clinic-Based School Readiness Coaching Intervention for Low-Income Latino Children: An Intervention Study",

abstract = "This intervention study assessed school readiness (SR)-related parent behaviors and perceived barriers for Latino parent-child pairs (N = 149, Mage = 4.5) after a clinic-based SR intervention (n = 74) or standard well-child care (n = 75). Intervention was a 1-hour visit with a community health worker (CHW) to assess child SR, model SR interactions, and provide SR tools and resources. Primary outcomes were parent behaviors and barriers collected by phone questionnaire. Regression analyses revealed that parents in the intervention were more likely to tell their child a story and visit the library in the last week and less likely to report barriers of limited SR knowledge. A brief, SR coaching intervention with a CHW increased SR-related parent behaviors and reduced barriers to SR. Evaluation with school entry data is underway.",

keywords = "Latino, parenting, pediatrics, school readiness",

author = "Peterson, {Jaime W.} and Huffman, {Lynne C.} and Janine Bruce and Ndola Prata and Harley, {Kim G.} and Chamberlain, {Lisa J.}",

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AU - Peterson, Jaime W.

AU - Huffman, Lynne C.

AU - Bruce, Janine

AU - Prata, Ndola

AU - Harley, Kim G.

AU - Chamberlain, Lisa J.

N1 - Publisher Copyright: © The Author(s) 2020.

PY - 2020/12/1

Y1 - 2020/12/1

N2 - This intervention study assessed school readiness (SR)-related parent behaviors and perceived barriers for Latino parent-child pairs (N = 149, Mage = 4.5) after a clinic-based SR intervention (n = 74) or standard well-child care (n = 75). Intervention was a 1-hour visit with a community health worker (CHW) to assess child SR, model SR interactions, and provide SR tools and resources. Primary outcomes were parent behaviors and barriers collected by phone questionnaire. Regression analyses revealed that parents in the intervention were more likely to tell their child a story and visit the library in the last week and less likely to report barriers of limited SR knowledge. A brief, SR coaching intervention with a CHW increased SR-related parent behaviors and reduced barriers to SR. Evaluation with school entry data is underway.

AB - This intervention study assessed school readiness (SR)-related parent behaviors and perceived barriers for Latino parent-child pairs (N = 149, Mage = 4.5) after a clinic-based SR intervention (n = 74) or standard well-child care (n = 75). Intervention was a 1-hour visit with a community health worker (CHW) to assess child SR, model SR interactions, and provide SR tools and resources. Primary outcomes were parent behaviors and barriers collected by phone questionnaire. Regression analyses revealed that parents in the intervention were more likely to tell their child a story and visit the library in the last week and less likely to report barriers of limited SR knowledge. A brief, SR coaching intervention with a CHW increased SR-related parent behaviors and reduced barriers to SR. Evaluation with school entry data is underway.

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A Clinic-Based School Readiness Coaching Intervention for Low-Income Latino Children: An Intervention Study

Abstract

Keywords

ASJC Scopus subject areas

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