title: A randomized, controlled evaluation of early intervention: the Born to Learn curriculum.
abstract: BACKGROUND
  This study addressed the need for studies of the efficacy of the Born to Learn (BTL) curriculum.
  
  
  METHODS
  Based on random assignment, 227 families of infants received the BTL curriculum conducted in monthly home visits, and 237 families received general child development education only.
  
  
  RESULTS
  The BTL curriculum resulted in higher mastery motivation (task competence) at 36 months (P < 0.05) and greater effects for children from low (P < 0.01) versus high socio-economic status on mastery motivation and cognitive development at 24 months. No effects were found on a wide range of other developmental outcomes.
  
  
  CONCLUSIONS
  Future studies should document the BTL curriculum effectiveness in diverse settings and samples.
authors.affiliation: Cincinnati Children's Hospital Medical Center, Cincinnati, OH 45229-2029, USA. dennis.drotar@cchmc.org
authors.forename: D
authors.initials: D
authors.lastname: Drotar
authors.forename: J
authors.initials: J
authors.lastname: Robinson
authors.forename: L
authors.initials: L
authors.lastname: Jeavons
authors.forename: H
authors.initials: H
authors.lastname: Lester Kirchner
mesh_terms: D002657:Child Development; D002675:Child, Preschool; D003479:Curriculum / Q000592:standards*; D018479:Early Intervention, Educational / Q000592:standards*; D005260:Female; D006801:Humans; D007223:Infant; D007231:Infant, Newborn; D008297:Male; D010290:Parents / Q000193:education*; D015397:Program Evaluation / Q000592:standards; D011446:Prospective Studies; D013663:Teaching / Q000592:standards*