Child DevelopmentNCT06312358
Expanding the Infant Achievements Intervention Through Community Partnerships
A study testing Building Capacity for Infant Achievements in Child Care in people with Child Development and Infant Development, run by Hugo W. Moser Research Institute at Kennedy Krieger, Inc. at 1 site in United States.
Trial summary
The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are: 1. Read more about this study
- Who is it for?
- Ages 18 to 100 yearsHealthy volunteers can take part
- Conditions the study is for
- Child Development, Infant Development, Developmental Delay
- What is being tested?
- Building Capacity for Infant Achievements in Child Care
- Type of treatment
- Lifestyle or therapy programme
- Could I receive a placebo?
- No, everyone receives an active treatment
- How many people
- 10 participants
- Where
- 1 siteUnited States
- Study dates
- 1 Apr 2024to 15 Feb 2025
- Phase
- Interventional
- Are there results?
- None posted in the registry
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 to 100 years
- All sexes
- Healthy volunteers accepted
- Adult, Older adult
Who may be able to join
- Participants must currently work in an early childhood classroom serving children between 8-36 months of age.
- Participants must work in the role of a teacher or teacher assistant in an Early Head Start location.
- Participants must be willing to participate in two 60-90-minute trainings/workshops.
- Participants must be willing to participate in eight follow-up job-embedded coaching sessions
Who cannot join
- Works in a childcare setting outside of the Baltimore metro area
- Non-English speaking
Trial locations and contacts
1 site in 1 country.
United States1 site
Kennedy Krieger Institute
Baltimore, Maryland, 21211
About this study
Official title: Centering Community Partnerships to Facilitate Scaling Up of Infant Achievements for Community Implementation
The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are:
- Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest?
- To what extent is the PD intervention feasible to implement in an established child care program?
- To what extent is the PD program acceptable to teachers?
Participants will attend PD workshops and participate in content-related job-embedded coaching sessions during the implementation of the study.
Read the detailed description
The primary objective of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. It is hypothesized that teachers' fidelity to developmentally-appropriate practices, assessed through classroom observation measures, will increase following their participation in a comprehensive PD training intervention. The secondary hypotheses are that (1) the PD intervention is feasible to implement in an established child care program, and (2) the PD program is acceptable to teachers. Teacher participants will attend PD workshops, co-developed with community partners, and engage in follow-up job-embedded coaching sessions occurring weekly in their classrooms.
- Being tested
- Building Capacity for Infant Achievements in Child Care
- Keywords
- Teacher Training, Mentoring, Inservice Training
- Medical subject headings
- Learning Disabilities
What participants receive
What participants receive. In a randomised study each person is assigned to one group by chance.
Building Capacity for Infant Achievements in Child CareBehavioural
All teacher participants will be assigned to the professional development intervention consisting of an interactive workshop and weekly coaching sessions.
| Study group | Role | What they receive |
|---|---|---|
| Teacher Professional Development Workshop and Coaching | Experimental | Teachers will participate in a professional development workshop session (approximately 2 hours in duration) followed by 8 weekly coaching sessions (approximately 45-60 minutes in duration). The study team (trained coaches) will utilize the Practice-Based Coaching model (Snyder et al., 2015) to support teachers' use of developmentally appropriate practices in early childhood classrooms. Teachers will be coached to implement strategies that foster responsive and nurturing relationships with young children. Receives: Behavioral: Building Capacity for Infant Achievements in Child Care |
What is being measured
The primary outcome is the main question the study is designed to answer.
Classroom Quality (as assessed by scores on the TPITOS)
Classroom quality will be measured by total scores (ranging from 0-100%) on the Teaching Pyramid Model Infant-Toddler Observation Scale (TPITOS) which assesses the extent to which an early childhood program's staff is fostering responsive, nurturing relationships with young children and promoting strong social-emotional development.
Measured: Change from baseline/pretest up to posttest, up to 16 weeks.
Timeline
From the start of the study to its completion; the mark is today. Estimated dates are the sponsor’s plan.
- First posted15 Mar 2024
- Study start1 Apr 2024
- Primary completion1 Sep 2024
- Study completion15 Feb 2025
Resources
- Official record on ClinicalTrials.govThe registry entry this page is built from, with its full change history.
- Other trials for Child DevelopmentStudies of the same condition, open and under way.
- 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
- Not applicable
- Intervention model
- Single group
- Model description
- All participants will be assigned to the study intervention consisting of (1) a professional development workshop and (2) weekly job-embedded coaching sessions.
- Masking
- None (open label)
- Enrolment
- 10 participants (actual)
Sponsor and investigators
- Lead sponsor
- Hugo W. Moser Research Institute at Kennedy Krieger, Inc.
- Sponsor type
- University, hospital or other
- Collaborators
- Johns Hopkins University
- Responsible party
- Principal investigator, Rebecca Landa, Hugo W. Moser Research Institute at Kennedy Krieger, Inc.
- Investigators
- Rebecca Landa, PhD, Principal investigator, Kennedy Krieger Institute, Johns Hopkins University
IDs, dates and publications
- ClinicalTrials.gov ID
- NCT06312358
- Sponsor's protocol ID
- IRB00408654
- Status last verified
- Sep 2025
- First submitted
- 4 Mar 2024
- Last updated
- 23 Sep 2025
- Results posted
- No
- Data monitoring committee
- No
- FDA-regulated drug
- No
- FDA-regulated device
- No
- Individual data sharing
- No
Study at a glance
From the registry record, last updated by the sponsor on 23 Sep 2025. Recruitment status is as the sponsor reported it: confirm with the study team.
- Official title
- Centering Community Partnerships to Facilitate Scaling Up of Infant Achievements for Community Implementation
- ClinicalTrials.gov ID
- NCT06312358
- Acronym / sponsor ID
- IRB00408654
- Keywords
- Teacher Training, Mentoring, Inservice Training
- Study type
- Interventional
- Recruitment status
- Completed
- Enrolment
- 10 participants (actual)
- Lead sponsor
- Hugo W. Moser Research Institute at Kennedy Krieger, Inc.University, hospital or other
- Collaborators
- Johns Hopkins University
- Study start
- 1 Apr 2024 (actual)
- Primary completion
- 1 Sep 2024 (actual)
- Study completion
- 15 Feb 2025 (actual)
- First posted
- 15 Mar 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.
The goal of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. The main questions that the study aims to answer are:
- Does teacher participation in a PD intervention improve the use of evidence-based practices from pre- to posttest?
- To what extent is the PD intervention feasible to implement in an established child care program?
- To what extent is the PD program acceptable to teachers?
Participants will attend PD workshops and participate in content-related job-embedded coaching sessions during the implementation of the study.
Detailed description
The primary objective of the research study is to increase teachers' implementation of evidence-based practices in Early Head Start classrooms through the delivery of a professional development (PD) training intervention. It is hypothesized that teachers' fidelity to developmentally-appropriate practices, assessed through classroom observation measures, will increase following their participation in a comprehensive PD training intervention. The secondary hypotheses are that (1) the PD intervention is feasible to implement in an established child care program, and (2) the PD program is acceptable to teachers. Teacher participants will attend PD workshops, co-developed with community partners, and engage in follow-up job-embedded coaching sessions occurring weekly in their classrooms.
Study design
- Primary purpose
- Prevention
- Allocation
- Not applicable
- Intervention model
- Single group
- Masking
- None (open label)
- Number of arms
- 1
- Model description
- All participants will be assigned to the study intervention consisting of (1) a professional development workshop and (2) weekly job-embedded coaching sessions.
| Arm | Type | Receives |
|---|---|---|
| Teacher Professional Development Workshop and Coaching | Experimental | Behavioral: Building Capacity for Infant Achievements in Child CareTeachers will participate in a professional development workshop session (approximately 2 hours in duration) followed by 8 weekly coaching sessions (approximately 45-60 minutes in duration). The study team (trained coaches) will utilize the Practice-Based Coaching model (Snyder et al., 2015) to support teachers' use of developmentally appropriate practices in early childhood classrooms. Teachers will be coached to implement strategies that foster responsive and nurturing relationships with young children. |
Who may qualify
- Ages
- 18 to 100 years
- Sex
- All
- Healthy volunteers
- Accepted
- Age groups
- Adult, Older adult
Key inclusion criteria (4 listed)
- Participants must currently work in an early childhood classroom serving children between 8-36 months of age.
- Participants must work in the role of a teacher or teacher assistant in an Early Head Start location.
- Participants must be willing to participate in two 60-90-minute trainings/workshops.
- Participants must be willing to participate in eight follow-up job-embedded coaching sessions
Key exclusion criteria (2 listed)
- Works in a childcare setting outside of the Baltimore metro area
- Non-English speaking
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 |
|---|---|---|
| Building Capacity for Infant Achievements in Child CareAll teacher participants will be assigned to the professional development intervention consisting of an interactive workshop and weekly coaching sessions. | Behavioural | Teacher Professional Development Workshop and Coaching |
Primary outcome
Classroom Quality (as assessed by scores on the TPITOS)
Time frame: Change from baseline/pretest up to posttest, up to 16 weeks.
Classroom quality will be measured by total scores (ranging from 0-100%) on the Teaching Pyramid Model Infant-Toddler Observation Scale (TPITOS) which assesses the extent to which an early childhood program's staff is fostering responsive, nurturing relationships with young children and promoting strong social-emotional development.
Results and safety
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
Research links
- Official record on ClinicalTrials.govLast updated by the sponsor 23 Sep 2025.
- Individual participant dataSharing planned: No
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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. This study is not recruiting at the moment.
Rebecca Landa, PhD principal investigator
Kennedy Krieger Institute, Johns Hopkins University
1 site in 1 country: see every site and its status.
Questions about this trial
What is this clinical trial studying?
A study testing Building Capacity for Infant Achievements in Child Care in people with Child Development and Infant Development, run by Hugo W. Moser Research Institute at Kennedy Krieger, Inc. at 1 site 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 4 inclusion and 2 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: finished, as of the sponsor's last update on 23 Sep 2025. Status can change between updates, so confirm with the study contact before making plans.
Where is the study taking place?
The record lists 1 site 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?
The study is completed, but results are not available in the source record. That does not mean the treatment did or did not work.
How can a doctor refer a patient or contact the research team?
The record lists no contact. The official record names the sponsor, who can be asked directly. AzTrials does not enrol participants or take referrals.
What does the primary outcome measure?
Classroom Quality (as assessed by scores on the TPITOS) (time frame: Change from baseline/pretest up to posttest, up to 16 weeks.). It is what the study was designed to measure, not a finding.
Where can I read the original study information?
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 23 Sep 2025.