Overview

This trial is active, not recruiting.

Condition school readiness
Treatment kits program
Sponsor Oregon Social Learning Center
Collaborator National Institute on Drug Abuse (NIDA)
Start date September 2005
End date December 2016
Trial size 200 participants
Trial identifier NCT00688129, R01DA021424

Summary

The KITS project is a 5-year randomized trial to evaluate a program designed to enhance academic and social-emotional aspects of school readiness for foster preschoolers.

United States No locations recruiting
Other Countries No locations recruiting

Study Design

Allocation randomized
Endpoint classification efficacy study
Intervention model parallel assignment
Masking single blind (outcomes assessor)
Primary purpose diagnostic
Arm
(Experimental)
The KITS intervention consists of: (a) child therapeutic play groups to facilitate the development of self-regulatory, social, and emergent literacy skills (2 times per week in summer, 1 times per week in the fall); (b) a bi-monthly psychoeducational support group to promote caregiver involvement in the child's emergent literacy and schooling and the use of effective parenting techniques; (c) home- and school-based behavioral consultation on an as needed basis.
kits program Kids in Transition to School (KITS) Program
This is a 4-month psychosocial intervention for foster children entering kindergarten and their caregivers beginning the summer before kindergarten. The KITS intervention consists of: (a) child therapeutic play groups to facilitate the development of self-regulatory, social, and emergent literacy skills (2 times per week in summer, 1 times per week in the fall); (b) a bi-monthly psychoeducational support group to promote caregiver involvement in the child's emergent literacy and schooling and the use of effective parenting techniques; (c) home- and school-based behavioral consultation on an as needed basis.
(No Intervention)

Primary Outcomes

Measure
Early literacy skills
time frame: pre-intervention, pre-kindergarten, end of kindergarten
Social skills
time frame: pre-intervention, pre-kindergarten, end of kindergarten
Regulatory skills
time frame: pre-intervention, pre-kindergarten, end of kindergarten
Caregiver involvement
time frame: pre-intervention, pre-kindergarten, end of kindergarten

Secondary Outcomes

Measure
Academic achievement
time frame: post-kindergarten, post 1st grade, post 2nd grade
Peer relations
time frame: post 1st grade, post 2nd grade

Eligibility Criteria

Male or female participants from 4 years up to 6 years old.

Inclusion Criteria: - a child currently in foster care - living in Lane or Marion County, Oregon - eligible to enter Kindergarten in fall of assessment year (age 5 by September 1 of assessment year) Exclusion Criteria: - medical or developmental condition which would prevent the child from completing the assessment tasks - current or previous involvement in Oregon Social Learning Center treatment programs

Additional Information

Official title KITS: School Readiness in Foster Care Efficacy Trial
Principal investigator Katherine C Pears, PhD
Description The overarching goal of this research project is to conduct a randomized efficacy trial of a preventive intervention—the Kids in Transition to School (KITS) program—to enhance socioemotional and academic school readiness among preschool-aged foster children. Foster children are at great risk for poor social and academic school outcomes. Because of their experiences of early adversity, these children may have particular vulnerabilities that decrease the likelihood of a successful transition to school. Extensive prior research has shown that chronic early adversity is associated with alterations in the functioning of key neural systems (specifically, prefrontal cortex function and hypothalamic-pituitary-adrenal axis activity) related to self-regulation and stress reactivity. Alterations in these systems may interfere with children's abilities to relate to peers, to maintain focused attention, to follow directions, and to learn academic skills. Additionally, because these children are likely to have experienced multiple living transitions, they may be at a disadvantage in terms of caregiver involvement in school, a critical aspect of early school success. Foster children are recruited in the spring before they enter kindergarten and randomly assigned to the intervention and comparison conditions. The KITS intervention includes three components: (a) child therapeutic play groups to facilitate the development of self-regulatory, social, and emergent literacy skills; (b) a psychoeducational support group to promote caregiver involvement in the child's emergent literacy and schooling and the use of effective parenting techniques; (c) home- and school-based behavioral consultation. The intervention coincides with the transition into kindergarten. Multi-method, multi-agent assessments of the children's socioemotional readiness and literacy skills are conducted at baseline, kindergarten entry, and postkindergarten. We will examine the direct effects of the intervention on school readiness and kindergarten outcomes. We will also assess whether intervention effects are mediated through mechanisms of stress reactivity and regulation and caregiver variables. Finally, we will test for moderator effects of child and contextual characteristics including early adversity (prenatal/neonatal health, maltreatment history and placement history), child cognitive functioning, and placement transitions during the course of the study. An additional exploratory aim of the study is to examine intervention effects on first and second grade outcomes for subsamples of children. Group comparisons and longitudinal growth modeling will allow for evaluation of hypotheses.
Trial information was received from ClinicalTrials.gov and was last updated in March 2016.
Information provided to ClinicalTrials.gov by Oregon Social Learning Center.