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.