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Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills

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  • Lahti, Michel
  • Evans, Caroline B.R.
  • Goodman, Greg
  • Schmidt, Michele Cranwell
  • LeCroy, Craig W.

Abstract

The time from conception to young childhood is crucial in terms of brain-, social-, emotional-, and cognitive-development. Given the impact that parenting has on child developmental outcomes, home-visiting programs may be a viable means of improving parenting and thus increasing positive child developmental outcomes. Parents as Teachers (PAT) is a home visitation program that promotes parenting skills and abilities to improve parenting skills and child development outcomes. The current study used a matched comparison group quasi-experimental design and assessed three years of academic and school disciplinary data from a school district in Arizona to determine the impact of PAT on student reading, math, and English Language skills as well as absence rates and school suspension rates relative to a non-PAT group of students. Further, the study examined whether the program influenced parenting behavior. Findings indicated that compared to the non-PAT control group, the PAT student group performed better in terms of reading and math achievement and had a significantly lower rate of absenteeism, in-school-suspensions, and out-of-school-suspension. Further, PAT parents showed increased scores on parenting measures at post-test relative to pre-test. Taken together, findings indicate that participation in the PAT program is a viable means for improving child academic outcomes and school behavior and improving parenting behavior. Implications for future research are discussed.

Suggested Citation

  • Lahti, Michel & Evans, Caroline B.R. & Goodman, Greg & Schmidt, Michele Cranwell & LeCroy, Craig W., 2019. "Parents as Teachers (PAT) home-visiting intervention: A path to improved academic outcomes, school behavior, and parenting skills," Children and Youth Services Review, Elsevier, vol. 99(C), pages 451-460.
    • Handle: RePEc:eee:cysrev:v:99:y:2019:i:c:p:451-460
    DOI: 10.1016/j.childyouth.2019.01.022
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    References listed on IDEAS

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    1. Ho, Daniel E. & Imai, Kosuke & King, Gary & Stuart, Elizabeth A., 2007. "Matching as Nonparametric Preprocessing for Reducing Model Dependence in Parametric Causal Inference," Political Analysis, Cambridge University Press, vol. 15(3), pages 199-236, July.
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    Cited by:

    1. Anthony, Jason L. & Roman, De'Vohn Javier & Pacateque Rodriguez, Nicole G. & Daniels, Nikki & Crowder, Sheff & Haile, Amy, 2023. "Preliminary evaluation of the What You Do Matters curriculum in community-based settings," Children and Youth Services Review, Elsevier, vol. 150(C).
    2. Palmer Molina, Abigail & Traube, Dorian E. & Kemner, Allison, 2020. "Addressing maternal mental health to increase participation in home visiting," Children and Youth Services Review, Elsevier, vol. 113(C).
    3. Ding, Xiao & LaBrenz, Catherine A. & Nulu, Swetha & Gerlach, Beth & Faulkner, Monica, 2023. "Impact of Parents as Teachers on parenting-related protective factors: A pre- and post- evaluation," Children and Youth Services Review, Elsevier, vol. 147(C).
    4. Beasley, Lana & Milojevich, Helen & Fuller, Stormie & Beebe, Jessica A. & Bard, David, 2023. "A theory-based approach to understanding best practices in using online marketing materials for home-based parenting programs," Children and Youth Services Review, Elsevier, vol. 148(C).

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