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

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

Children and Youth Services Review, 2019, vol. 99, issue C, 451-460

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.

Keywords: Home-visiting; Parents as Teachers; Parenting; Academic achievement; Prevention (search for similar items in EconPapers)
Date: 2019
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Citations: View citations in EconPapers (5)

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Persistent link: https://EconPapers.repec.org/RePEc:eee:cysrev:v:99:y:2019:i:c:p:451-460

DOI: 10.1016/j.childyouth.2019.01.022

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