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Child Care Health Dev. 2009 Sep;35(5):643-9. doi: 10.1111/j.1365-2214.2008.00915.x.

A randomized, controlled evaluation of early intervention: the Born to Learn curriculum.

Author information

  • 1Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229-2029, USA. dennis.drotar@cchmc.org

Abstract

BACKGROUND:

This study addressed the need for studies of the efficacy of the Born to Learn (BTL) curriculum.

METHODS:

Based on random assignment, 227 families of infants received the BTL curriculum conducted in monthly home visits, and 237 families received general child development education only.

RESULTS:

The BTL curriculum resulted in higher mastery motivation (task competence) at 36 months (P < 0.05) and greater effects for children from low (P < 0.01) versus high socio-economic status on mastery motivation and cognitive development at 24 months. No effects were found on a wide range of other developmental outcomes.

CONCLUSION:

Future studies should document the BTL curriculum effectiveness in diverse settings and samples.

PMID:
19689569
[PubMed - indexed for MEDLINE]
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