1-087 - Do Observed Patterns of Teacher and Child Impacts Always Align with Hypothesized Theories of Change in Preschool Interventions?

Session Type: Paper Symposium

Integrative Statement

Any intervention study needs a theory of change grounded in developmental theory that guides the design of the study and the measurement of key outcomes. This symposium proposes an examination of the theories of change guiding 5 preschool interventions (Building Blocks (BB), Tools of the Mind-Play, Preschool PATHS, Incredible Years, and a BB-Tools hybrid) across 3 large randomized control trials. These studies are unique in that they use strong developmental research to articulate a theory of action through which the interventions are expected to improve specific teacher practices and support targeted child outcomes. In Study 1, Preschool PATHS changed its targeted teacher practice and child outcomes; Incredible Years changed its targeted teacher practice and a different set of child outcomes than expected; and Tools-Play changed its targeted teacher outcome but not children’s outcomes. In Study 2, Building Blocks led to some expected and some unexpected impacts on teacher practice (with child impacts to be presented for the first time). In Study 3, Building Blocks and the BB-Tools hybrid improved teachers’ practice, but by kindergarten only BB demonstrated impacts on children’s outcomes. Each discussion will reflect on how each intervention’s theory of change did or did not work as intended and begin to articulate different patterns of how teacher practice may lead to child outcomes, specifically in comparison to stated theories of change. This symposium is particularly important for guiding policy and practice as the early childhood field works to create stronger interventions that consistently promote children’s outcomes.

Sub Unit

• Education, Schooling

Chair

• Shira Mattera, MDRC

Discussant

• Christina Weiland, University of Michigan

Individual Presentations

• Linking Hypothesized and Actual Effects of a Preschool Math Intervention on Teachers and Children in a Randomized Control Trial - Presenting Author: Shira Mattera, MDRC; Pamela Morris, NYU; Michelle Maier, MDRC

• Linking teacher practice and children’s social-emotional development: Leveraging an experimental study of levers of change - Presenting Author: Pamela Morris, NYU; Shira Mattera, MDRC

• Effects on Mathematics and Executive Function of a Mathematics and Play intervention Versus Mathematics Alone - Presenting Author: Douglas H Clements, University of Denver; Julie Sarama, University of Denver; Carolyn Layzer, Abt Associates; Fatih Unlu, Abt Associates; Carrie Germeroth, University of Denver; Lily Fesler, Stanford University