Power PATH: Integrated two-generation intervention for Head Start children and families

• In Event: 2-100 - Mechanisms to Enhance Executive Functions and Stress Physiology in Head Start Populations

Integrative Statement

Head Start is uniquely poised to provide two-generation programming to low-income families. However, need remains for well-aligned, evidence-based interventions, as well as research on mechanisms of change in a two-generation framework. This paper examines the Power PATH dual-generation intervention and preliminary outcome measures on child executive function (EF), broader measures of school readiness, parent and family well-being both proximally and distally (2-year follow-up). Power PATH is a universal intervention comprised of an integrated social-emotional classroom curriculum (Preschool PATHS®; Domitrovich, Greenberg, Cortes, & Kusche, 1999) with an integrated parent group focusing on parent mental health socio-emotional skills (Coping Power; Wells, Lochman & Lenhart, 2008).

This study examined the implementation and efficacy of the Power PATH two-generation intervention, using a longitudinal randomized controlled design. Two randomly-assigned conditions were compared: the Power PATH intervention versus Head Start-as-usual (control). Parent and family well-being, child EF, school readiness and academic learning, and associated outcomes have been assessed at four time points: at the beginning and end of their pre-K year of intervention, and subsequently during kindergarten and first grade. Head Start preschoolers (N = 540, M age 4.5 at baseline) were randomly assigned by center to participate in the intervention or control. Comprehensive assessment batteries including input from multiple sources (child, parent, teacher) and multiple assessment domains (cognitive, social, behavioral, physiological, academic performance).

Findings from teacher ratings on the Child Behavioral Scale (CBS, Ladd & Profilet, 1996) demonstrated a reduction in asocial behavior with peers in Power PATH but not in control (5.3% difference). Parent CBS ratings showed a decrease in anxious/fearful behavior in Power PATH but not control (8.6% difference). Small effects favoring Power PATH were also observed on the Emotion Regulation Checklist (Shields & Cicchetti, 1997) with parents reporting increases in emotion regulation for Power PATH children, but not in control (8.3% group difference at kindergarten). With regard to Child EF, the direction of the effects observed favored Power PATH on all 3 measures of child EF, with Power PATH showing larger increases in Forward Digit Span (Wechsler, 2014) than in control (5.8% difference). The strongest parent and family effects were on parent stress, as reported on the CHAOS scale, with Power PATH parents reporting a reduction in chaos while control parents reported increased chaos (8.6% difference between groups at kindergarten). All p's < .05. See Figure 1.

Variables such as cortisol reactivity, behavioral self-regulation, family income, and parental depression were analyzed for moderation. Power PATH effects on improving parental depression and EF were stronger in parents whose children had higher levels of aggressive behavior at baseline. Also, higher baseline child cortisol levels were significantly associated with greater emotional lability at follow-up. These findings suggest that interventions may be especially beneficial for Head Start children and families at greatest risk. Findings will be discussed in terms of variables that most strongly moderate intervention effects, as well as the impact of two-generation programming on child and family outcomes, including EF, maternal depression and school readiness.

Author

• Jason DeCaro, University of Alabama
  Presenting Author