ParentingRECNCT06197997
Resilient, Engaged, and Connected Study
A study testing Chicago Parent Program (CPP) in people with Parenting and Parenting Intervention, run by Johns Hopkins University at 2 sites in United States.
Trial summary
Purpose of this study is to test the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-5-year-old children enrolled in public prekindergarten (PreK) programs in Maryland. Read more about this study
- Who is it for?
- Ages 18 years and olderHealthy volunteers can take part
- Conditions the study is for
- Parenting, Parenting Intervention
- What is being tested?
- Chicago Parent Program (CPP)
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 840 participants
- Where
- 2 sitesUnited States
- Study dates
- 1 Sep 2024to 30 Jun 2028
- Phase
- Interventional
- Are there results?
- Not yet: the study is under way
Key requirements
Who can take part, as listed by the sponsor. Only the study team can confirm whether you are eligible, so take this list to your doctor.
- Ages 18 years and older
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Public school or Community School in Baltimore City, Cecil County, or Harford County serving at least 40% of students meeting eligibility for low-income or located in a community designated as high need by the Maryland State Department of Education based on a score of 0.6 on the Center for Disease Control Social Vulnerability Index:
- has at least 1 full-day public PreK classroom with 20+ students;
- school has not offered CPP in the prior 3 years;
- principal consents to being randomized and participate for 2 years;
- principal consents to study team recruiting parents, teachers, and staff to participate in the study.
- PreK Parents:
Show all 22Show fewer
- Parent (biological, step, adoptive, foster), grandparent, or legal guardian of 4-5 year old student enrolled in participating PreK program;
- 18+ yrs;
- speaks English or Spanish;
- consents to allowing access child's school identification.
- Teachers:
- PreK or K teacher in classroom of student of participating parent;
- consents to completing study surveys.
- CPP Group Leaders:
- completes CPP group leader training
- agrees to lead CPP groups
- speaks English or Spanish
- at least a High School diploma/General Equivalency Diploma (GED)
- consents to completing surveys and submitting audio recorded CPP sessions for fidelity assessment
- School-based personnel inclusion criteria:
- Principal, teacher, or other school-based staff involved in CPP implementation
- consents to interview on perspectives about CPP in the school
Who cannot join
- Principal cannot commit staff to offering CPP groups
- school previously offered CPP in prior 3 years
- school located in a geographic area with less than 80% connectivity
- PreK Parents previously participated in CPP
- Teachers: teacher also a participating parent or CPP group leader
- School-based personnel: Principal, teacher, or other school-based staff is a study parent
Trial locations and contacts
2 sites in 1 country. Contact the study team or a site near you to ask about taking part.
United States2 sites, 2 recruiting
- Recruiting
Johns Hopkins School of Nursing
Baltimore, Maryland, 21205
Deborah Gross, DNSc, 410-614-5311, debgross@jhu.edu
Amie Bettencourt, PhD, 410-955-8021, abetten3@jhu.edu
- Not yet recruiting
Johns Hopkins University
Baltimore, Maryland, 21205
Deborah Gross, DNSc, 410-614-5311, debgross@jhu.edu
Amie Bettencourt, PhD, 410-955-8021, abetten3@jhu.edu
About this study
Official title: Strengthening Parenting, Young Children's Social-Behavioral Competence, and Kindergarten Readiness in Schools Serving Low-Income Communities
Purpose of this study is to test the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-5-year-old children enrolled in public prekindergarten (PreK) programs in Maryland.
Read the detailed description
Using a hybrid Type 2 effectiveness-implementation design, this study tests the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-year-old children enrolled in public prekindergarten (PreK) programs in Maryland. Thirty Title 1 schools across two Maryland school districts (Baltimore City Public Schools n=20; Cecil County Public Schools n=10) will be randomized into experimental (receive the Chicago Parent Program intervention) or control (usual school practice) conditions. The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence. All schools will participate for 2 years. In the experimental condition, school staff trained in CPP will implement the program in groups of 10-15 parents of PreK students in a virtual group or in-person group format (format order counterbalanced). Parents in the control condition will complete surveys only. Study outcomes for all participants will be evaluated at PreK baseline (T1), 4-5 months post baseline (T2), at the end of PreK (T3), in the fall of kindergarten (T4), and at the end of kindergarten (T5). Outcomes include children's social-emotional-behavioral competence, parent engagement in early childhood education, and parenting skills; school community cohesion; kindergarten readiness, chronic absence, and retained in kindergarten. Additional evaluation data will be collected in the experimental condition assessing perceived effectiveness, implementation quality, uptake, and cost-effectiveness to understand factors that affect the likelihood the program can be successfully integrated and sustained in urban and rural school settings. Demographic background variables will be collected from parents at baseline. Variables include the caregiver role in relation to the PreK child; the race, ethnicity, age, and gender of the parent and PreK child; primary language spoken in the home; and parents' education, employment status, marital status, and annual household income. The investigators will also assess nine family economic hardships experienced over the past 12 months. Demographic background variables will also be collected from PreK teachers at baseline and K teachers in the fall of K and will include gender, age, race, ethnicity, education, and teaching experience at the teacher's current school.
- Conditions
- Parenting, Parenting Intervention
- Being tested
- Chicago Parent Program (CPP)
- Keywords
- Parenting, Chicago Parent Program, CPP
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Chicago Parent Program (CPP)Behavioural
The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence.
| Study group | Role | What they receive |
|---|---|---|
| Title 1 schools receive the Chicago Parent Program intervention | Experimental | The experimental group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the Chicago Parent Program intervention. Receives: Behavioral: Chicago Parent Program (CPP) |
| Title 1 schools receive the usual school practice | No intervention | The control group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the usual school practice. |
What is being measured
The primary outcome is the main question the study is designed to answer.
Social-behavioral readiness as assessed by the social-behavioral domain of the Kindergarten Readiness Assessment (KRA).
School district's measure of children's social-behavioral readiness to learn at kindergarten entry. Kindergarten Readiness Assessment (KRA) assesses 4 domains of readiness. Domain scores range from 202-298. Higher score is a better outcome.
Measured: 1-year follow-up
Percentage of children who reported chronic absence
Percent of children missing 10% or more school days during the kindergarten year. Data will be collected on number of days the school district records the students as absent from school.
Measured: 1 year
Percentage of children who retained in grade
Percentage of children retained in kindergarten for another year. Data will be collected based on report from the school district on whether child was retained.
Measured: 1 year
Social Competence and Behavior Evaluation (SCBE-30) score (Teacher Version)
change in measures of children's behavior and social-emotional skills from perspective of teachers. Teachers complete the Social Competence and Behavior Evaluation (SCBE-30). Teacher version contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.
Measured: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
Social Competence and Behavior Evaluation (SCBE-30) score (Parent Version)
change in measures of children's behavior and social-emotional skills from perspective of parents. Parent version of the SCBE-30 contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.
Measured: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
Eyberg Child Behavior Inventory (ECBI) score
change in child behavior problems on the Eyberg Child Behavior Inventory (ECBI) ECBI contains two sub scales of 36 items each; Intensity Scale scores can range from 36-252; Problem Scale scores can range from 0-36. Higher scores indicate worse outcomes.
Measured: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
Parent engagement as assessed by the Parent-Teacher Involvement Questionnaire
change in measures of parent's engagement in their children's early education from the perspective of teachers. Teachers will compete a 7-item measure of parent engagement from the Parent-Teacher Involvement Questionnaire. Scores range from 7-35. Higher scores indicate more parental involvement.
Measured: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
Parent engagement as assessed by the Parent Engagement in Early Childhood Education (PEECE) Survey
change in measure of parent engagement on the Parent Engagement in Early Childhood Education (PEECE) Survey, a 25-item measure of parent engagement. Scores can range from 25-100. Higher scores indicate higher involvement.
Measured: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
Secondary outcomes (16)
Total kindergarten readiness score
Total kindergarten readiness score as assessed by the Kindergarten Readiness Assessment including language/literacy, numeracy skills, physical well-being/motor development, and social-behavioral readiness. Administered by and calculated by the school district.
Measured: 1 year
Parenting skills as assessed by the Parenting Questionnaire
change in parenting skills measured by the Parenting Questionnaire a measure of parents' use of positive discipline, harsh discipline, and consistency of discipline techniques. The score ranges from 40-200. There are 3 subscales of interest for the parenting questionnaire that include: (1) Warmth: higher scores = greater warmth; (2) Corporal Punishment: higher scores = greater use of corporal punishment, and (3) Following Through on Discipline: higher scores = more likely to follow through on discipline.
Measured: Baseline, post-intervention up to 3 months, 1-year follow-up
Social connectedness as assessed by Intervention Group Environment Scale
Measures parents' sense of belonging and connection with the school, using the 25-item Intervention Group Environment Scale and items are measured along a 5-point continuum of strongly disagree to strongly agree. Includes 3 sub scales. Scores can range from 0-5 with higher scores indicating greater social connectedness.
Measured: post-intervention up to 4 months
Parent Satisfaction as assessed by the Chicago Parent Program Satisfaction form
Measured using the Chicago Parent Program Parent Satisfaction Form. The survey Includes 16 items. Scored on a Likert-type scale, aspects of the program that were most and least beneficial, and the extent to which the participant would recommend the program to other parents. Each item is scored and interpreted separately.
Measured: Post-intervention up to 4 months
CPP Reach as assessed by percent of eligible parents enrolled
CPP Reach is defined by parent participation in CPP and will be measured by percent of eligible parents enrolled.
Measured: At baseline
CPP Effectiveness as assessed by End of Program Satisfaction score
Parents will complete the End of Program Satisfaction Form at post-intervention to assess their satisfaction of the extent to which CPP improved their parenting skills, their children's behavior, their confidence in supporting their children's school success; supported their relationships with their children's teacher and school; created challenges for participation (including technology challenges for virtual groups and transportation challenges for in person groups); and their overall satisfaction with CPP. 8 questions on a 4-point scale, 8 questions on a 3 point scale, and 4 open questions. Each item analyzed separately, higher scores indicate higher satisfaction.
Measured: Immediately post intervention
CPP Perceived effectiveness as assessed by qualitative interview
Perceived effectiveness will also be assessed from interviews with principals, school staff, and CPP group leaders (approximately 4 total individuals from each school) to understand their perceptions of CPP's benefits and limitations.
Measured: Immediately post-intervention (intervention group)
CPP Adoption as assessed by qualitative interview
CPP Adoption will be assessed from interviews with school staff involved in CPP implementation (i.e., CPP group leaders, school leadership - approximately 4 total individuals from each school) to understand whether and how CPP was folded into their normal workflow; perceived benefits and challenges with offering virtual versus in-person CPP; what the participant learned over the course of the two years of implementation; whether the participant would want to adopt CPP at their school and why; and if CPP were to continue at their school, what the participant believes is needed to make CPP work well for the participant.
Measured: Immediately post-intervention (intervention group)
Percentage of CPP group-leader retention rate
The investigators will collect data on group leader retention over two years
Measured: 2 years
CPP Implementation challenges as assessed by qualitative interview
Differences in implementation challenges by rural versus urban school districts (e.g. travel distance to school, space in schools) and virtual versus in person groups (e.g. ease of internet access, space in schools).
Measured: 2 years
Social Connectedness in Group Environments Scale (Parent)
Parent data will include CPP parent ratings of social connectedness formed within their group as measured by the Social Connectedness in Group Environments Scale. This is a 25-item parent report survey with 3 subscales measuring parents' perceptions of cohesion and sense of belonging among group members, extent to which group leaders generated a positive group environment and negative interactions among group members. Items are scored on a 5-point scale of strongly agree to strongly disagree. Score range 25-125. Higher score greater social connectedness.
Measured: Immediately post-intervention (intervention group)
Percentage of parents who completed CPP
CPP dose (number of sessions attended and CPP practice assignments completed) will be collected based on the session reports.
Measured: Immediately post-intervention (intervention group)
Quality of Parents' Participation in the CPP groups as assessed by the Quality of Participation score
This will be assessed after the 11th session by group leaders using the Quality of Participation Form (QPF). The QPF is a 7-item group-leader report of the extent to which parents are actively engaged in the group sessions supportive to other members in the group, open to trying to new strategies, and able to correctly apply program principles, and quality of parent participation in the CPP groups. Items are rated from 1 (not at all) to 4 (most of the time) and summed. Score range 7-28, higher score better quality.
Measured: Immediately post-intervention (intervention group)
CPP Implementation Quality as assessed by CPP Fidelity Checklist score
This will be assessed by independent raters from a random selection of three audio-recorded CPP sessions per 12-session group using the CPP Fidelity Checklist developed by the study team members. The CPP Fidelity Checklist assesses group leader competence (skill) and adherence to the protocol. For competence, there are 16 items (score range 1-3). For adherence, there are 12-14 items scored yes/no, and the score ranges from 0 to 100 percent adherence. Higher scores indicates better fidelity adherence.
Measured: Up to 12 weeks
Maintenance of CPP as assessed by implementation costs
Maintenance is defined as the likelihood of schools being able to sustain CPP. Data will include CPP implementation costs of in-person versus virtual CPP groups (including the Conditional Cash Transfers for participating in the CPP groups).
Measured: Immediately post-intervention (intervention group)
Maintenance of CPP as assessed by qualitative interview
Maintenance is defined as the perceived likelihood of schools being able to sustain CPP based on the interviews with school-based staff (approximately 4 total individuals from each school).
Measured: Immediately post-intervention (intervention group)
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted10 Jan 2024
- Study start1 Sep 2024
- Primary completion30 Jun 2028 (estimated)
- Study completion30 Jun 2028 (estimated)
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Publications (1)Papers the sponsor has linked to this study.
- Other trials for ParentingStudies of the same condition, open and under way.
- More trials run by Johns Hopkins UniversityThe sponsor's other registered studies.
- What the trial phases meanHow a treatment moves from first tests in people to approval.
More details
For doctors and researchers: how the study is designed, who runs it, and its registry IDs.
Study design
- Study type
- Interventional
- Phase
- Phase N/A
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Model description
- The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence.
- Masking
- None (open label)
- Enrolment
- 840 participants (estimated)
Sponsor and investigators
- Lead sponsor
- Johns Hopkins University
- Sponsor type
- University, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Responsible party
- Sponsor
- Investigators
- Deborah Gross, DNSc, Principal investigator, JHU School Of Nursing
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06197997
- Sponsor's protocol ID
- IRB00428221
- Other IDs
- 1R01HD108160-01A1
- Acronym
- REC
- Status last verified
- Mar 2026
- First submitted
- 7 Dec 2023
- Last updated
- 9 Mar 2026
- Results posted
- No
- Data monitoring committee
- Yes
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- Yes: Parent and teacher de-identified survey data will be available for limited data sharing. Interview and fidelity data will not be shared due to difficulties fully de-identifying the transcripts. Student administrative data will not be shared due to data sharing restrictions associated with the Family Educational Rights and Privacy Act.
Publications
Gross D, Breitenstein SM, Jeon L, Perrin N, Shen K, Bettencourt AF. Resilient, engaged and connected (REC) study: protocol for a type 2 cluster-randomised trial of the Chicago Parent Program in prekindergarten in low-income urban and rural communities. BMJ Open. 2025 Apr 17;15(4):e099204. doi: 10.1136/bmjopen-2025-099204.
PubMed 40246571
Study at a glance
From the registry record, last updated by the sponsor on 9 Mar 2026. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Strengthening Parenting, Young Children's Social-Behavioral Competence, and Kindergarten Readiness in Schools Serving Low-Income Communities
- ClinicalTrials.gov ID
- NCT06197997
- Acronym / sponsor ID
- REC / IRB00428221
- Conditions
- Parenting, Parenting Intervention
- Keywords
- Parenting, Chicago Parent Program, CPP
- Study type
- Interventional
- Recruitment status
- Recruiting
- Enrolment
- 840 participants (estimated)
- Lead sponsor
- Johns Hopkins UniversityUniversity, hospital or other
- Collaborators
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
- Study start
- 1 Sep 2024 (actual)
- Primary completion
- 30 Jun 2028 (estimated)
- Study completion
- 30 Jun 2028 (estimated)
- First posted
- 10 Jan 2024 (actual)
- Results
- Not posted in the source record
Clinical summary
The research question as the sponsor registered it. This describes what the study plans to test, not what it found.
Purpose of this study is to test the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-5-year-old children enrolled in public prekindergarten (PreK) programs in Maryland.
Detailed description
Using a hybrid Type 2 effectiveness-implementation design, this study tests the effectiveness and implementation of an evidence-based parenting intervention for improving parenting and school outcomes in a sample of 4-year-old children enrolled in public prekindergarten (PreK) programs in Maryland. Thirty Title 1 schools across two Maryland school districts (Baltimore City Public Schools n=20; Cecil County Public Schools n=10) will be randomized into experimental (receive the Chicago Parent Program intervention) or control (usual school practice) conditions. The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence. All schools will participate for 2 years. In the experimental condition, school staff trained in CPP will implement the program in groups of 10-15 parents of PreK students in a virtual group or in-person group format (format order counterbalanced). Parents in the control condition will complete surveys only. Study outcomes for all participants will be evaluated at PreK baseline (T1), 4-5 months post baseline (T2), at the end of PreK (T3), in the fall of kindergarten (T4), and at the end of kindergarten (T5). Outcomes include children's social-emotional-behavioral competence, parent engagement in early childhood education, and parenting skills; school community cohesion; kindergarten readiness, chronic absence, and retained in kindergarten. Additional evaluation data will be collected in the experimental condition assessing perceived effectiveness, implementation quality, uptake, and cost-effectiveness to understand factors that affect the likelihood the program can be successfully integrated and sustained in urban and rural school settings. Demographic background variables will be collected from parents at baseline. Variables include the caregiver role in relation to the PreK child; the race, ethnicity, age, and gender of the parent and PreK child; primary language spoken in the home; and parents' education, employment status, marital status, and annual household income. The investigators will also assess nine family economic hardships experienced over the past 12 months. Demographic background variables will also be collected from PreK teachers at baseline and K teachers in the fall of K and will include gender, age, race, ethnicity, education, and teaching experience at the teacher's current school.
Study design
- Primary purpose
- Prevention
- Allocation
- Randomised
- Intervention model
- Parallel groups
- Masking
- None (open label)
- Number of arms
- 2
- Model description
- The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence.
| Arm | Type | Receives |
|---|---|---|
| Title 1 schools receive the Chicago Parent Program intervention | Experimental | Behavioral: Chicago Parent Program (CPP)The experimental group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the Chicago Parent Program intervention. |
| Title 1 schools receive the usual school practice | No intervention | –The control group from Title 1 or Community Schools across two Maryland school districts (Baltimore City Public Schools and Cecil County Public Schools) will receive the usual school practice. |
Who may qualify
- Ages
- 18 years and older
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (22 listed)
- Public school or Community School in Baltimore City, Cecil County, or Harford County serving at least 40% of students meeting eligibility for low-income or located in a community designated as high need by the Maryland State Department of Education based on a score of 0.6 on the Center for Disease Control Social Vulnerability Index:
- has at least 1 full-day public PreK classroom with 20+ students;
- school has not offered CPP in the prior 3 years;
- principal consents to being randomized and participate for 2 years;
- principal consents to study team recruiting parents, teachers, and staff to participate in the study.
Key exclusion criteria (6 listed)
- Principal cannot commit staff to offering CPP groups
- school previously offered CPP in prior 3 years
- school located in a geographic area with less than 80% connectivity
- PreK Parents previously participated in CPP
- Teachers: teacher also a participating parent or CPP group leader
Eligibility is decided by the study team after screening; this overview does not establish that a patient qualifies. Full inclusion and exclusion criteria.
Interventions
| Intervention | Type | Arms |
|---|---|---|
| Chicago Parent Program (CPP)The Chicago Parent Program (CPP) is a 12-session group-based parenting intervention designed to strengthen parenting skills and parent engagement in children's learning and improve children's social-emotional and behavioral competence. | Behavioural | Title 1 schools receive the Chicago Parent Program intervention |
Primary outcome
Social-behavioral readiness as assessed by the social-behavioral domain of the Kindergarten Readiness Assessment (KRA).
Time frame: 1-year follow-up
School district's measure of children's social-behavioral readiness to learn at kindergarten entry. Kindergarten Readiness Assessment (KRA) assesses 4 domains of readiness. Domain scores range from 202-298. Higher score is a better outcome.
Percentage of children who reported chronic absence
Time frame: 1 year
Percent of children missing 10% or more school days during the kindergarten year. Data will be collected on number of days the school district records the students as absent from school.
Percentage of children who retained in grade
Time frame: 1 year
Percentage of children retained in kindergarten for another year. Data will be collected based on report from the school district on whether child was retained.
Social Competence and Behavior Evaluation (SCBE-30) score (Teacher Version)
Time frame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
change in measures of children's behavior and social-emotional skills from perspective of teachers. Teachers complete the Social Competence and Behavior Evaluation (SCBE-30). Teacher version contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.
Social Competence and Behavior Evaluation (SCBE-30) score (Parent Version)
Time frame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
change in measures of children's behavior and social-emotional skills from perspective of parents. Parent version of the SCBE-30 contains 3 sub scales of 10 items each. Subscale scores range from 10- 60. Higher scores indicate higher levels of social competence.
Eyberg Child Behavior Inventory (ECBI) score
Time frame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
change in child behavior problems on the Eyberg Child Behavior Inventory (ECBI) ECBI contains two sub scales of 36 items each; Intensity Scale scores can range from 36-252; Problem Scale scores can range from 0-36. Higher scores indicate worse outcomes.
Parent engagement as assessed by the Parent-Teacher Involvement Questionnaire
Time frame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
change in measures of parent's engagement in their children's early education from the perspective of teachers. Teachers will compete a 7-item measure of parent engagement from the Parent-Teacher Involvement Questionnaire. Scores range from 7-35. Higher scores indicate more parental involvement.
Parent engagement as assessed by the Parent Engagement in Early Childhood Education (PEECE) Survey
Time frame: Baseline, post-intervention up to 4 months, post-intervention up to 8 months, 1-year follow-up
change in measure of parent engagement on the Parent Engagement in Early Childhood Education (PEECE) Survey, a 25-item measure of parent engagement. Scores can range from 25-100. Higher scores indicate higher involvement.
16 secondary outcomes
Total kindergarten readiness score
Time frame: 1 year
Parenting skills as assessed by the Parenting Questionnaire
Time frame: Baseline, post-intervention up to 3 months, 1-year follow-up
Social connectedness as assessed by Intervention Group Environment Scale
Time frame: post-intervention up to 4 months
Parent Satisfaction as assessed by the Chicago Parent Program Satisfaction form
Time frame: Post-intervention up to 4 months
CPP Reach as assessed by percent of eligible parents enrolled
Time frame: At baseline
CPP Effectiveness as assessed by End of Program Satisfaction score
Time frame: Immediately post intervention
CPP Perceived effectiveness as assessed by qualitative interview
Time frame: Immediately post-intervention (intervention group)
CPP Adoption as assessed by qualitative interview
Time frame: Immediately post-intervention (intervention group)
Percentage of CPP group-leader retention rate
Time frame: 2 years
CPP Implementation challenges as assessed by qualitative interview
Time frame: 2 years
Social Connectedness in Group Environments Scale (Parent)
Time frame: Immediately post-intervention (intervention group)
Percentage of parents who completed CPP
Time frame: Immediately post-intervention (intervention group)
Quality of Parents' Participation in the CPP groups as assessed by the Quality of Participation score
Time frame: Immediately post-intervention (intervention group)
CPP Implementation Quality as assessed by CPP Fidelity Checklist score
Time frame: Up to 12 weeks
Maintenance of CPP as assessed by implementation costs
Time frame: Immediately post-intervention (intervention group)
Maintenance of CPP as assessed by qualitative interview
Time frame: Immediately post-intervention (intervention group)
Results and safety
This study is still under way. Results are not available in the source record yet.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 9 Mar 2026.
- Derived from this study: PubMed 40246571Gross D, Breitenstein SM, Jeon L, Perrin N, Shen K, Bettencourt AF. Resilient, engaged and connected (REC) study: protocol for a type 2 cluster-randomised trial of the Chicago Parent Program in prekindergarten in low-income urban and rural communities. BMJ Open. 2025 Apr 17;15(4):e099204. doi: 10.1136/bmjopen-2025-099204.
- Individual participant dataSharing planned: Yes. Parent and teacher de-identified survey data will be available for limited data sharing. Interview and fidelity data will not be shared due to difficulties fully de-identifying the transcripts. Student administrative data will not be shared due to data sharing restrictions associated with the Family Educational Rights and Privacy Act.
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Referral and contact
AzTrials does not enrol participants or take referrals. Contact the study team or a site listed below; they decide who can take part.
Deborah Gross, DNSc principal investigator
JHU School Of Nursing
2 sites in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Chicago Parent Program (CPP) in people with Parenting and Parenting Intervention, run by Johns Hopkins University at 2 sites in United States.
The full registered description is in the About this study section and the official record.
Who may be eligible to take part?
The sponsor lists 22 inclusion and 6 exclusion criteria. Eligibility is decided by the study team after screening, so read the full criteria and contact a listed site.
Is this clinical trial currently recruiting?
The record says: looking for participants now, as of the sponsor's last update on 9 Mar 2026. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 2 sites in United States. Whether a site is taking part right now should be confirmed with that site. See every site.
What are the possible benefits and risks?
They depend on the study and the treatment, and no study can promise a benefit. The study team explains the known risks during informed consent, before anyone joins; the record itself does not list them.
Are results available for this study?
This study is still under way. Results are not available in the source record yet.
How can a doctor refer a patient or contact the research team?
Contact Deborah Gross, DNSc (410-614-5311, debgross@jhu.edu), or a site near the patient. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Social-behavioral readiness as assessed by the social-behavioral domain of the Kindergarten Readiness Assessment (KRA). (time frame: 1-year follow-up). The study lists 8 primary outcomes in all. It is what the study was designed to measure, not a finding.
Where can I read the original study information?
On the ClinicalTrials.gov record for NCT06197997, which also lists 1 linked publication.
Does a listing mean the treatment is approved or proven to work?
No. A listing means the study is registered. It does not show that the treatment is safe, works, or is approved by a regulator.
How often is this information updated?
AzTrials copies changed records from ClinicalTrials.gov every night and reloads the whole registry every week. The sponsor last updated this record on 9 Mar 2026.