Utilizing the Summer Treatment Program Model to Promote School Readiness in Young Children Living in Urban Poverty: An Initial Effectiveness Open Trial

ABSTRACT

Access to, and engagement in, quality mental health care for young children with externalizing behavior problems (EBPs) who are living in urban poverty is limited. Innovative efforts to engage families in early intervention are needed to ensure school success. The goals of the current study were to transport the Summer Treatment Program for Prekindergartners (STP-PreK, an adaptation of the Children’s Summer Treatment Program and evaluate the implementation and initial program promise for children living in urban poverty via an open trial. Participants were 115 preschool children (68.7% male; 84.3% Black) with EBPs and their caregivers. Nearly all the participating families were living with low to extremely low incomes. Participants received a 7-week STP-PreK, including a daily school readiness program and weekly behavioral parenting training. Implementation outcomes were measured via attendance records, satisfaction ratings, and fidelity measures. Program promise was measured via caregiver ratings and child assessments, collected pre-, post-, and at 6 months following the intervention. On average, results demonstrate strong feasibility and acceptability with high child attendance (90.56%) and caregiver satisfaction with services. Intervention effects across domains of child functioning reveal medium-to-large effects on academics (d’s = 0.46–1.95), overall impairment (d = 0.79), behavioral functioning (d’s = 0.38 – 0.84), and executive functioning (d = 0.58). Effects were largely maintained at 6-month follow-up (d’s = 0.13–1.86). Overall, the results support the promise of the STP-PreK model in enhancing school readiness outcomes for young children at-risk. Directions for continued adaptation and future research are discussed.

Acknowledgements

The authors would like to especially thank the children and families who participated in the program, the staff and students who worked tirelessly with heart and gratitude to make it all happen, and our incredible school partners, particularly Dr. Ann Marie Sasseville, who championed our program at the beginning. Many thanks to the amazing research assistants in the School R.E.A.D.Y lab for their dedication to the data. Finally, the authors would like to thank Dr. William E. Pelham, Jr., who inspired us to believe the impossible was possible, and who will live on in our hearts and work for years to come.

Disclosure statement

No potential conflict of interest was reported by the author(s).

Additional information

Funding

This work was supported by the generous funding of The Children’s Trust of Miami-Dade County and was conducted in partnership with Miami-Dade County Public School’s Prekindergarten Program for Children with Disabilities. The opinions expressed are those of the authors and do not represent the views of Florida International University, The Children’s Trust, or Miami-Dade County Public Schools.