ABSTRACT
OBJECTIVE: We performed a randomized, controlled trial to assess the impact of the Video Interaction Project (VIP), a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. METHOD: Ninety-nine Latino children (52 VIP, 47 controls) at risk of developmental delay based on poverty and low maternal education were assessed at age 33 months. VIP was associated with improved parenting practices including increased teaching behaviors. RESULTS: VIP was associated with lower levels of parenting stress. VIP children were more likely to have normal cognitive development and less likely to have developmental delays. CONCLUSION: This study provides evidence that a pediatric primary care-based intervention program can have an impact on the developmental trajectories of at-risk young preschool children.
Subject(s)
Child Development , Developmental Disabilities/prevention & control , Health Education/methods , Mother-Child Relations , Primary Health Care/methods , Child, Preschool , Cohort Studies , Educational Status , Female , Follow-Up Studies , Hispanic or Latino , Humans , Infant , Male , Maternal Behavior , Outcome Assessment, Health Care , Parenting , Pediatrics , Poverty , Videotape RecordingABSTRACT
OBJECTIVE: To describe the interrelationships between books and toys in the home, parent-child interaction, and child development at 21 months among low-income Latino children. METHODS: Latino mother-infant dyads enrolled in a level 1 nursery and infants were followed to 21 months. The subjects consisted of the control group of a larger intervention study. At 6 and 18 months, the number of books and toys in the home and the frequency of reading aloud were measured by the StimQ. At 21 months, child cognitive and language development and parent-child interaction were assessed by the Bayley Mental Development Index (MDI), the Preschool Language Scale-3 (PLS-3), and the Caregiver-Child Interaction Rating Scale, respectively. Eligibility for early intervention (EI) services was determined on the basis of the MDI and PLS-3. RESULTS: Data were obtained for 46 (63.0%) of 73 at 21 months. In multiple regression analysis, books provided at 18 months predicted both cognition (semipartial correlation [sr] = .49, P= .001) and receptive language (sr = .37, P= .02), whereas toys provided at both 6 and 18 months predicted 21-month receptive language (sr = .40, P= .01; sr = .32, P= .047, respectively). Reading aloud by parents > or =4 days a week was associated with decreased EI eligibility (adjusted odds ratio = 0.16, 95% confidence interval 0.03-0.99). CONCLUSIONS: Reading aloud and provision of toys are associated with better child cognitive and language development as well as with decreased likelihood of EI eligibility.
Subject(s)
Books , Child Development/physiology , Hispanic or Latino , Parent-Child Relations , Play and Playthings , Child , Child, Preschool , Cohort Studies , Female , Humans , Infant , Language Development , Longitudinal Studies , Male , Parenting , Predictive Value of Tests , Probability , Risk Factors , Time Factors , United StatesABSTRACT
The authors performed a randomized, controlled trial to assess the impact of the Video Interaction Project (VIP), a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. Ninety-three Latino children (51 VIP, 42 control) at risk of developmental delay on the basis of poverty and low maternal education (none had completed high school) were assessed for cognitive and language development at age 21 months. Results differed depending on the level of maternal education; the VIP was found to have a moderate impact on children whose mothers had between seventh and 11th grade education (approximately 0.75 SD for cognitive development, 0.5 SD for expressive language) but little impact on children whose mothers had sixth grade or lower education.
