Study: 67265

Practice Guide

Review Details

Reviewed: June 2022

At least one finding shows promising evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Practice Guide (findings for The Head Start REDI Program)

Using:

Rating:

Meets WWC standards without reservations because it is a cluster randomized controlled trial with low cluster-level attrition and individual-level non-response.

This review may not reflect the full body of research evidence for this intervention.

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Findings

Language outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Expressive One-Word Picture Vocabulary Test-Revised (3rd edition)	The Head Start REDI Program vs. Business as usual	Full sample; 335 students	42.46	41.03	No	--
Test of Language Development: Sentence Imitation Subtest	The Head Start REDI Program vs. Business as usual	Full sample; 337 students	1.49	1.56	No	--
Test of Language Development: Grammatical Understanding Subtest	The Head Start REDI Program vs. Business as usual	Full sample; 337 students	10.86	11.72	No	--

Reading & Literacy Related outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Test of Preschool Early Literacy (TOPEL) Blending subtest	The Head Start REDI Program vs. Business as usual	Full sample; 337 students	14.65	13.04	Yes	14
Test of Preschool Early Literacy (TOPEL) Elision subtest	The Head Start REDI Program vs. Business as usual	Full sample; 335 students	10.68	9.61	Yes	11
Test of Preschool Early Literacy (TOPEL) Print Knowledge subtest	The Head Start REDI Program vs. Business as usual	Full sample; 337 students	17.94	16.49	No	--

Self-regulation outcomes—Indeterminate effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Adapted Leiter – R Assessor Report	The Head Start REDI Program vs. Business as usual	Full sample; 337 students	3.53	3.38	No	--
Learning engagement: teacher (Bierman et al. 2008)	The Head Start REDI Program vs. Business as usual	Full sample; 343 students	5.08	4.97	No	--
ADHD Rating Scale: Teacher	The Head Start REDI Program vs. Business as usual	Full sample; 343 students	0.66	0.73	No	--

Social-Emotional Learning outcomes—Statistically significant positive effect found for the domain
Outcome measure	Comparison	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Challenging Situations Task: Competent	The Head Start REDI Program vs. Business as usual	Full sample; 335 students	3.01	2.29	Yes	12
Challenging Situations Task: Inept	The Head Start REDI Program vs. Business as usual	Full sample; 335 students	3.17	2.56	No	--
Social Competence Scale: Observer	The Head Start REDI Program vs. Business as usual	Full sample; 326 students	2.36	2.21	No	--
Assessment of Children’s Emotion Skills	The Head Start REDI Program vs. Business as usual	Full sample; 334 students	7.74	7.12	No	--
Teacher Observation of Child Adaptation Revised/Social Behavior Scale Teacher Form (Bierman et al., 2008)	The Head Start REDI Program vs. Business as usual	Full sample; 343 students	3.69	4.12	No	--
Emotion Recognition Questionnaire	The Head Start REDI Program vs. Business as usual	Full sample; 331 students	1.58	1.52	No	--
Challenging Situations Task: Aggressive	The Head Start REDI Program vs. Business as usual	Full sample; 337 students	2.54	2.06	No	--
Social Competence Scale: Teacher	The Head Start REDI Program vs. Business as usual	Full sample; 343 students	4.15	3.98	No	--
Teacher Observation of Child Adaptation –Revised: Observer	The Head Start REDI Program vs. Business as usual	Full sample; 326 students	0.30	0.37	No	--

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 54%
Male: 46%
Rural, Suburban, Urban
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Race
Black		25%

Ethnicity
Hispanic		17%
Not Hispanic or Latino		93%

Study Details

Setting

The intervention was administered in 44 classrooms across 25 Head Start centers in three counties in the state of Pennsylvania. One county was located in the southeastern part of the state and included an urban area surrounded by smaller communities. The other two counties were from the central part of the state, and included small towns and rural areas.

Study sample

A total of 17% of the sample students identified as Hispanic and 25% of the sample identified as African American. Approximately 54% of the sample were female. The authors explained that across the intervention and comparison groups student ethnicity was relatively similar, with 39% of students in the intervention group and 45% in the comparison condition being from a minority group. No other sample characteristics were reported.

Intervention Group

The intervention was the Head Start REDI program, which is designed as a supplement to existing Head Start programs using the High/Scope or Creative Curriculum. The intervention is intended to promote teachers’ use of evidence-based practices to support child development of social-emotional skills as well as language abilities. The program was integrated into regular classroom practices ranging from the regular classroom curriculum, circle time, and other classroom activities. The REDI program is focused on four domains that consist of (a) prosocial friendship skills, (b) emotional understanding and emotional expression skills, (c) self-control (e.g., the capacity to inhibit impulsive behavior and organize goal-directed activity), and (d) problem-solving skills, including interpersonal negotiation and conflict resolution skills. The REDI intervention consists of four main components. One component involves social-emotional skill enrichment, and these skills are conveyed to children through the 33 lessons of the PATHS curriculum delivered during class circle time. A second component involves language/emergency literacy skill enrichment which targets children’s vocabulary, syntax, phonological awareness, and print awareness. This component is conveyed through a shared reading program based on that developed by Wasik and Bond (2001) that involves presenting two books per week, with each book containing targeted vocabulary words. Phonological awareness and print knowledge are covered using Sound Games. The third component is training and professional development of teachers (see the ‘Support for Implementation’ section below). The fourth component involves take-home packets provided to parents. These packets include parenting tips and learning activities that parents can provide at home.

Comparison Group

Teachers in the comparison classrooms used business-as-usual practices. All comparison classrooms also were located in Head Start centers, but teachers of those classrooms only used the High/Scope or Creative Curriculum, without supplementing that curriculum using REDI materials.

Support for implementation

Teachers received kits with REDI program materials and manuals to support implementation. Intervention teachers also received a 3-day professional development session conducted before the beginning of the intervention. Teachers also received weekly coaching support from REDI trainers, who supported program implementation. The authors explained that coaches spent approximately 3 hours in each classroom per week providing support. Intervention teachers were also given a 1-day booster session in January.

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Review Details

Reviewed: March 2009

At least one finding shows promising evidence of effectiveness

At least one statistically significant positive finding

Meets WWC standards without reservations

For:

Quick Review (82 KB) (findings for The Head Start REDI Program)

Using:

Rating:

Meets WWC standards without reservations

Findings

Language development
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Blending subtest of the TOPEL	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	14.71	13.04	Yes	15
Elison subtest of TOPEL	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	11.19	9.61	Yes	14
Expressive One-Word Picture Vocabulary Test	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	42.79	41.03	Yes	6
Print awareness subtest of TOPEL	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	18.84	16.49	Yes	6
Sentence Imitation subtest of the TOLD	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	1.57	1.56	Yes	-2
Gramatical Understanding subtest of the TOLD	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	11.95	11.72	Yes	-3

Social-emotional development
Outcome measure	Comparison	Period	Sample	Intervention mean	Comparison mean	Significant?	Improvement index
Challenging Situations Task-competent responses	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	3.16	2.29	Yes	14
Adapted Leiter-R Assessor (task orientation observer)	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	3.49	3.38	Yes	11
Social Competence Scale: Observer	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	2.36	2.21	Yes	10
Emotion Recognition Questionnaire	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	1.61	1.52	Yes	9
Social Competence Scale- Teacher Version	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	4.15	3.98	Yes	9
Assessment of Children's Emotion Skills	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	7.45	7.12	Yes	8
Engagement Inventory-teacher	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	5.08	4.97	Yes	7
Reading Engagement- Parent	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	0.05	-0.05	Yes	7
Social Competence Scale- Parent Version	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	3.73	3.66	Yes	4
ADHD Rating Scale: Parent	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	1.48	1.64	Yes	-4
Teacher Observation of Child Adaptation (TOCA): Parent	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	2.71	2.86	Yes	-5
ADHD Rating Scale: Teacher	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	0.66	0.73	Yes	-6
Challenging Situations Task-aggressive responses	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	1.53	2.06	Yes	-8
Teacher Observation of Child Adaptation (TOCA): Observer	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	0.30	0.37	Yes	-8
Challenging Situations Task-inept responses	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	1.94	2.56	Yes	-11
Teacher Observation of Child Adaptation (TOCA): Teacher	The Head Start REDI Program vs. Business as usual	Posttest	Overall; student	3.69	4.12	Yes	-11

Evidence Tier rating based solely on this study. This intervention may achieve a higher tier when combined with the full body of evidence.

Sample Characteristics

Characteristics of study sample as reported by study author.

Female: 54%
Male: 46%
Rural, Urban
- B
- A
- C
- D
- E
- F
- G
- I
- H
- J
- K
- L
- P
- M
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Pennsylvania

Race
Black		25%

Ethnicity
Hispanic		17%
Not Hispanic or Latino		83%

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program [Head Start Research-Based, Developmentally Informed program vs. business as usual (Creative Curriculum or HighScope)]

Practice Guide

Review Details

Findings

Sample Characteristics

Study Details

Setting

Study sample

Intervention Group

Comparison Group

Support for implementation

Promoting Academic and Social-Emotional School Readiness: The Head Start REDI Program

Review Details

Findings

Sample Characteristics