Sentences with phrase «children in the program demonstrated»

Parent - child interactions improved over time as children in the program demonstrated increased positive affect and responded more to their parents.

Not exact matches

Each one was supported by a separate short - term grant, often on a contract from one city agency or another, and in order to keep the money flowing, Canada was required to demonstrate to the foundations and agencies that paid for the programs that a certain number of children had participated.

The International Board of Lactation Consultant Examiners (IBLCE) and the International Consultant Association (ILCA) recently notified the Center for Breastfeeding that they have received the IBCLC Care Award, a global recognition program, for excellence demonstrated in staffing International Board Certified Lactation Consultants as part of the maternal — child health care team and for conducting breastfeeding activities, promotion, protection and support of breastfeeding.

Then Final Round programs are judged on several criteria, including what the organization does to educate their administrators, volunteer coaches, game officials and parents, in addition to how well they demonstrate that they embrace a child - centered recreational sports philosophy that is aimed at providing a positive and safe experience for all youth.

Research demonstrates that NFP and PAT also have negative effects, such as program families having fewer appropriate play materials in the home than the comparison group families, using harsher discipline techniques and being less accepting of the child's behaviour.

In spring 2010, the Health Resources and Services Administration and the Administration for Children announced the availability of funds for the Affordable Care Act Maternal, Infant, and Early Childhood Home Visiting Program.39 The program emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legislatioIn spring 2010, the Health Resources and Services Administration and the Administration for Children announced the availability of funds for the Affordable Care Act Maternal, Infant, and Early Childhood Home Visiting Program.39 The program emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legisProgram.39 The program emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legisprogram emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legislatioin the legislation.

In the US, the Obama administration has funded a range of initiatives that require the use of evidence - based strategies in areas such as teen pregnancy prevention, home visiting, education and workforce innovation.2, 3 In the field of home visiting, an increasing number of programs have been rigorously evaluated and have demonstrated evidence of effectiveness in outcome domains such as parenting, maternal and child health, child development and school readiness, reductions in child maltreatment, and family economic self - sufficiency.4, 5In the US, the Obama administration has funded a range of initiatives that require the use of evidence - based strategies in areas such as teen pregnancy prevention, home visiting, education and workforce innovation.2, 3 In the field of home visiting, an increasing number of programs have been rigorously evaluated and have demonstrated evidence of effectiveness in outcome domains such as parenting, maternal and child health, child development and school readiness, reductions in child maltreatment, and family economic self - sufficiency.4, 5in areas such as teen pregnancy prevention, home visiting, education and workforce innovation.2, 3 In the field of home visiting, an increasing number of programs have been rigorously evaluated and have demonstrated evidence of effectiveness in outcome domains such as parenting, maternal and child health, child development and school readiness, reductions in child maltreatment, and family economic self - sufficiency.4, 5In the field of home visiting, an increasing number of programs have been rigorously evaluated and have demonstrated evidence of effectiveness in outcome domains such as parenting, maternal and child health, child development and school readiness, reductions in child maltreatment, and family economic self - sufficiency.4, 5in outcome domains such as parenting, maternal and child health, child development and school readiness, reductions in child maltreatment, and family economic self - sufficiency.4, 5in child maltreatment, and family economic self - sufficiency.4, 5,6

Research has demonstrated that a large proportion of mothers served in home visiting suffer from mental health problems, with up to 50 percent experiencing clinically elevated levels of depression during the critical first years of their child's development.5 There is evidence that many depressed mothers fail to fully benefit from home visiting.6 Identifying depressed mothers or those at risk for depression who are participating in home visiting, and treating or preventing the condition and its deleterious consequences, can improve program outcomes and foster healthy child development.

Additionally there is data to suggest that children who have gone through the STAR Center occupational therapy program demonstrate brain wave activity that appears to look more like that seen in typically developing children.

This paper summarizes the harmful impacts of poverty, food insecurity, and poor nutrition on the health and well - being of children; and summarizes research demonstrating the effective role of the Child Nutrition Programs in improving food and economic security, dietary intake, weight outcomes, health, and learning.

A pioneering program for diagnosing the genetic cause of rare developmental diseases in children has demonstrated the feasibility and value of introducing large - scale sequencing diagnostics into the NHS.

In addition, children participating in INSIGHTS showed decreases in behavior problems over time while those enrolled in the supplemental reading program demonstrated increaseIn addition, children participating in INSIGHTS showed decreases in behavior problems over time while those enrolled in the supplemental reading program demonstrated increasein INSIGHTS showed decreases in behavior problems over time while those enrolled in the supplemental reading program demonstrated increasein behavior problems over time while those enrolled in the supplemental reading program demonstrated increasein the supplemental reading program demonstrated increases.

To demonstrate the benefits of making a habit of reading aloud to children, Mendelsohn and colleagues randomly assigned 675 families to either take part in a program called the Video Interaction Project or to be followed without being in the program.

Demonstrating the biggest decrease in this year's survey, dropping from the top 5 in every survey between 2007 and 2013 and appearing at no. 11 in 2014 is exercise programs specifically aimed at children and weight loss.

Seven recent evaluations have demonstrated that children participating in such programs eat more fruits and vegetables at school.

Many school - based intervention programs — such as Know Your Body, Coordinated Approach to Child Health (CATCH), Planet Health, Eat Well, and Keep Moving — have demonstrated their effectiveness in changing eating and activity patterns.

Thus the authors review in detail the educational experiences and points of view of the last President Bush and President Obama, and they would argue that neither No Child Left Behind nor Race to the Top were written in the cards: the programs were specifically shaped by presidents whose own educational experiences demonstrated to them the need for effort and judgment.

Studies have long demonstrated that parental involvement in a child's education at home and school results in higher grades and test scores, enrollment in higher - level programs, and higher graduation rates and college attendance.

A longitudinal study of the Child - to - Child approach in Pakistan's Health Action Schools program (Carnegie, R., Khamis, T., 2002) demonstrated that empowering children to make their own health decisions in consultation with adults, adopt health - promoting practices, and carry health messages from schools to families and communities not only improved their health knowledge and behavior but also enhanced their self esteem.

Because of this converging scientific consensus, the No Child Left Behind Act requires school districts to demonstrate that they are using reading programs that have been tested for their efficacy through scientific studies in order to qualify for federal reading funds.

The Abecedarian Project was not a one - time hothouse program; it was immediately replicated with a new group of similar children (in Project CARE) who demonstrated equal benefits throughout their school years and early adulthood.

Examples of such initiatives include the No Child Left Behind legislation in the United States, which required schools to demonstrate that they were making adequate yearly progress and provided escalating negative consequences for schools that were unable to do this; the creation and publication of league tables of «value - added» measures of school performance in England; proposals to introduce financial rewards for school improvement and performance pay tied to improved test results in Australia; and the encouragement of competition between schools under New Zealand's Tomorrow's Schools program.

The Ashtons» story is far from an isolated one in states that have ESA programs, and demonstrates what is possible when parents are able to direct their children's share of education funding.

In her testimony, Little referred to studies that demonstrate how quality afterschool programs improve academic, social, and emotional outcomes, especially for low - income children.

In other positive news for Louisiana's educational choice program, the LEAP (Louisiana Educational Assessment Program) and iLEAP (Integrated Louisiana Educational Assessment Program) scores were released in May, which demonstrated positive growth in test scores for children using the Louisiana Scholarship PrograIn other positive news for Louisiana's educational choice program, the LEAP (Louisiana Educational Assessment Program) and iLEAP (Integrated Louisiana Educational Assessment Program) scores were released in May, which demonstrated positive growth in test scores for children using the Louisiana Scholarship Pprogram, the LEAP (Louisiana Educational Assessment Program) and iLEAP (Integrated Louisiana Educational Assessment Program) scores were released in May, which demonstrated positive growth in test scores for children using the Louisiana Scholarship PProgram) and iLEAP (Integrated Louisiana Educational Assessment Program) scores were released in May, which demonstrated positive growth in test scores for children using the Louisiana Scholarship PProgram) scores were released in May, which demonstrated positive growth in test scores for children using the Louisiana Scholarship Prograin May, which demonstrated positive growth in test scores for children using the Louisiana Scholarship Prograin test scores for children using the Louisiana Scholarship ProgramProgram.

HLC's program is grounded in the traditions and wisdom of the Hawaiian culture and through a project - based learning approach, strives to develop in each child the ability to engage in critical thinking, to apply creative problem solving approaches, and to demonstrate a mastery of the academic tools and positive values necessary to fully engage in life - long learning and to make life choices for a successful future.

The hundreds of billions in proposed cuts to critical safety net programs, including Medicaid, food stamps, and affordable housing, would create dire consequences for our families and children, including, as recent research has demonstrated, undermining educational success.

However, research has clearly demonstrated that children in voucher programs do no better, and often worse, than their peers educated in the public system.

This highly selective recognition is given to one school each year for its demonstrated success in implementing their whole child program.

«In her role as Associate Superintendent of Catholic Schools, Dr. Houston demonstrated an unwavering commitment to low income families, including those who participate in the Louisiana Scholarship Program,» said Ann Duplessis, President of the Louisiana Federation for ChildreIn her role as Associate Superintendent of Catholic Schools, Dr. Houston demonstrated an unwavering commitment to low income families, including those who participate in the Louisiana Scholarship Program,» said Ann Duplessis, President of the Louisiana Federation for Childrein the Louisiana Scholarship Program,» said Ann Duplessis, President of the Louisiana Federation for Children.

The Wisconsin proposal, however, is limited to children who are scoring in the top 5 percent of standardized tests or have been identified «by an education official» as being gifted and talented «if a student demonstrates evidence of high - performance capability in intellectual, creative, artistic, leadership or specific academic areas and needs services or activities not ordinarily provided in a regular school program.»

«Highly qualified» teachers, according to the federal No Child Left Behind law, must hold a major or minor college degree in the field they teach, demonstrate competence on either the Praxis I or Praxis II exams, and have state certification, meaning they completed a college program in education.

The Every Student Succeeds Act (ESSA), which revised and replaced No Child Left Behind (NCLB), recognizes what research and New Leaders» experience have long demonstrated: investing in evidence - based leadership development programs is a powerful and cost - effective strategy to elevate teaching and learning across classrooms and entire schools.

The pilot also demonstrated a significant improvement in the learning relationships between students, teachers, and families, with 100 % of participating families agreeing that the program helped them understand what their child was learning in school.

• Demonstrated ability to provide care and encourage learning and developmental activities and specialized programs • In depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environmeIn depth knowledge of creating age - appropriate curriculum and lesson plans to meet the individual needs of students • Communication: Experience communicating with preschoolers by coming down to their intellectual level • Instruction: Ability to create instruction plans aimed at physical, cognitive and social development of children • Management: Knowledge of handling behavior problems and commanding respect in a classroom environmein a classroom environment

• Demonstrated expertise in creating, developing, and implementing lesson plans, and education programs, aimed at meeting children's cognitive, social, emotional, and academic needs.

• Highly skilled in providing direction to students and enable them to study independently • Well versed in utilizing various instructional equipment and Audio Visual Aids effectively to reinforce learning in the classroom • Proficient in designing and implementing supportive learning activities in collaboration with the teacher • Competent at handling and addressing behavioral problems in young learners and enhancing motivation to learn • Thorough understanding of various cognitive and psychosocial developmental milestones connected with child's age along with associated needs • Hands on experience in activity moderation, teacher's assistance and progress record keeping • Substantial knowledge of various behavior control techniques and strategies • Efficient in designing and executing individualized correctional programs • Proven ability to devise need based learning strategies for physically or mentally challenged children • Demonstrated skills in classroom organization, testing and evaluation • Track record of conducting reinforcement lessons in small groups, covering core subjects including English, math and basic sciences • Excellent skills in analyzing and evaluating the effectiveness of designed program and changing the instructional strategies based on the learner's response and progress • Expert in maintaining updated and fully structured classroom bulletin boards to facilitate learning • Adept at determining Individualized learning goals for each student and gauging progress in learning • Well practiced in communicating home assignments to students, answering their queries regarding the same and marking the work done • Effective listening skills along with profound ability to communicate clearly with students, parents and teachers involved

SUMMARY OF QUALIFICATIONS • Over 5 yeas» extensive exprerience of teaching children • Highly skilled in developing and implementing individual and focused development programs for children aged 18 months to 5 years • Demonstrated ability to establish routines and smooth out transition times • Able to understand individual needs of young children and the relevant work requirements • Proficient in using computer software including MS Office Suite

Parents who participate in home visiting programs demonstrate growth in knowledge of child development and more positive parenting behaviors.

Family engagement programs need to demonstrate authenticity, commitment, and concern for a family's children and for the community in which they live.

Given the high level of federal and state investment in evidence - based home visiting programs, identifying the extent to which home visiting programs provide value for families and children, even if the families do not complete the program, is important for demonstrating home visiting as a sound investment.

However, not all programs have examined outcomes in both domains, and even those that have generally lack analyses demonstrating that changes in child well - being were influenced by changes in parenting.

Because of the short length of stay, mothers in the COPE program might not have had time to begin to demonstrate higher levels of involvement in their children's care, compared with control mothers, in the PICU.

An ambitious evaluation in 1999 of a statewide home visiting program in Hawaii failed to demonstrate any substantial improvements in either maternal or child development and health outcomes.18 Although these findings contradicted previous smaller studies and evaluations of earlier pilot programs, the comprehensiveness of this evaluation led to further examination of the evidence base for home visiting.

The importance of early interventions that target caregiving is underscored by studies demonstrating high cost - effectiveness through greatly enhanced long - term outcomes.41 Furthermore, children who receive more nurturing caregiving may also be protected from exposure to stressful life events, suggesting this central target may have positive ramifications on brain development.42 Considering these issues, study findings are relevant to the public policy debate on the importance of early preschool programs for young children living in poverty.

In summary, the present study demonstrates that programs which combine stress management techniques with cognitive restructuring yield positive results in reducing stress levels in parents of children with cerebral palsIn summary, the present study demonstrates that programs which combine stress management techniques with cognitive restructuring yield positive results in reducing stress levels in parents of children with cerebral palsin reducing stress levels in parents of children with cerebral palsin parents of children with cerebral palsy.

In humans, both the HPA system and the autonomic nervous system show developmental changes in infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmIn humans, both the HPA system and the autonomic nervous system show developmental changes in infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin infancy, with the HPA axis becoming organized between 2 and 6 months of age and the autonomic nervous system demonstrating relative stability by 6 to 12 months of age.63 The HPA axis in particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin particular has been shown to be highly responsive to child - caregiver interactions, with sensitive caregiving programming the HPA axis to become an effective physiological regulator of stress and insensitive caregiving promoting hyperreactive or hyporeactive HPA systems.17 Several animal models as well as human studies also support the connection between caregiver experiences in early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin early postnatal life and alterations of autonomic nervous system balance.63 - 65 Furthermore, children who have a history of sensitive caregiving are more likely to demonstrate optimal affective and behavioral strategies for coping with stress.66, 67 Therefore, children with histories of supportive, sensitive caregiving in early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthmin early development may be better able to self - regulate their physiological, affective, and behavioral responses to environmental stressors and, consequently, less likely to manifest disturbed HPA and autonomic reactivity that put them at risk for stress - related illnesses such as asthma.

One evaluation conducted in Queensland, Australia, reported moderate reductions in depressive symptoms for mothers in the intervention group at the six - week follow - up.89 A subsequent follow - up, however, suggested that these benefits were not long lasting, as the depression effects had diminished by one year.90 Similarly, Healthy Families San Diego identified reductions in depression symptoms among program mothers during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programin Queensland, Australia, reported moderate reductions in depressive symptoms for mothers in the intervention group at the six - week follow - up.89 A subsequent follow - up, however, suggested that these benefits were not long lasting, as the depression effects had diminished by one year.90 Similarly, Healthy Families San Diego identified reductions in depression symptoms among program mothers during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programin depressive symptoms for mothers in the intervention group at the six - week follow - up.89 A subsequent follow - up, however, suggested that these benefits were not long lasting, as the depression effects had diminished by one year.90 Similarly, Healthy Families San Diego identified reductions in depression symptoms among program mothers during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programin the intervention group at the six - week follow - up.89 A subsequent follow - up, however, suggested that these benefits were not long lasting, as the depression effects had diminished by one year.90 Similarly, Healthy Families San Diego identified reductions in depression symptoms among program mothers during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programin depression symptoms among program mothers during the first two years, but these effects, too, had diminished by year three.91 In Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programIn Healthy Families New York, mothers at one site (that was supervised by a clinical psychologist) had lower rates of depression at one year (23 percent treatment vs. 38 percent controls).92 The Infant Health and Development program also demonstrated decreases in depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programin depressive symptoms after one year of home visiting, as well as at the conclusion of the program at three years.93 Among Early Head Start families, maternal depressive symptoms remained stable for the program group during the study and immediately after it ended, but decreased just before their children entered kindergarten.94 No program effects were found for maternal depression in the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programin the Nurse - Family Partnership, Hawaii Healthy Start, Healthy Families Alaska, or Early Start programs.

Research has demonstrated that a large proportion of mothers served in home visiting suffer from mental health problems, with up to 50 percent experiencing clinically elevated levels of depression during the critical first years of their child's development.5 There is evidence that many depressed mothers fail to fully benefit from home visiting.6 Identifying depressed mothers or those at risk for depression who are participating in home visiting, and treating or preventing the condition and its deleterious consequences, can improve program outcomes and foster healthy child development.

In spring 2010, the Health Resources and Services Administration and the Administration for Children announced the availability of funds for the Affordable Care Act Maternal, Infant, and Early Childhood Home Visiting Program.39 The program emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legislatioIn spring 2010, the Health Resources and Services Administration and the Administration for Children announced the availability of funds for the Affordable Care Act Maternal, Infant, and Early Childhood Home Visiting Program.39 The program emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legisProgram.39 The program emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legisprogram emphasizes and supports successful implementation of high - quality home visiting programs that have demonstrated evidence of effectiveness as defined in the legislatioin the legislation.