A randomized, controlled evaluation of early intervention: the Born to Learn curriculum


Dennis Drotar, Division of Behavioral Medicine and Clinical Psychology, Cincinnati Children's Hospital Medical Center, 3333 Burnet Avenue, MLC 7039, Cincinnati, OH 45229-2029, USA
E-mail: dennis.drotar@cchmc.org


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.

Conclusion  Future studies should document the BTL curriculum effectiveness in diverse settings and samples.