Parenting Gains in Head Start as a Function of Initial Parenting Skill.
Using data from the Head Start Impact Study (n= 3,696), this article examines whether one year of Head Start differentially benefited parents as a function of their initial parenting behaviors. Four outcomes are examined, namely parents' rates of engaging in cognitive stimulation, reading to their child, and spanking, as well as their depressive symptoms. In general, most parents demonstrated improvements in their reading practices and cognitive stimulation, regardless of their parenting behaviors at baseline. However, depressive symptoms and spanking behavior showed improvements only among parents who began the Head Start program with the most depressive symptoms and the most frequent spanking, respectively. These findings suggest that treatment-induced changes in parenting can vary by parents' incoming attributes and that heterogeneity of effects should be considered. Implications for Head Start and other parenting interventions are discussed.
Department of Human Development and Family Sciences, University of Texas at Austin, 1 University Station A2702, Office: SEA 2.408, Austin, TX 78712 ( aansari@utexas.edu ).
Arya
A
Ansari
Department of Human Sciences, Ohio State University, 1787 Neil Ave., Columbus, OH 43210 ( purtell.15@osu.edu ).
Kelly
K
Purtell
Population Research Center, University of Texas at Austin, 1 University Station A2702, Austin, TX 78712 ( liz.gershoff@austin.utexas.edu ).
Elizabeth T
ET
Gershoff
Head Start Impact Study; heterogeneity of effects; parenting