TY - JOUR
T1 - Assessing the Impacts of Pediatric Primary Care Parenting Interventions on EI Referrals Through Linkage With a Public Health Database
AU - Mendelsohn, Alan L.
AU - Cates, Carolyn Brockmeyer
AU - Huberman, Harris S.
AU - Johnson, Samantha B.
AU - Govind, Prashil
AU - Kincler, Naomi
AU - Rohatgi, Rashi
AU - Weisleder, Adriana
AU - Trogen, Brit
AU - Dreyer, Benard P.
N1 - Funding Information:
Mendelsohn Alan L. 1 2 Cates Carolyn Brockmeyer 1 2 Huberman Harris S. 3 Johnson Samantha B. 1 2 4 Govind Prashil 5 Kincler Naomi 5 Rohatgi Rashi 5 Weisleder Adriana 1 2 Trogen Brit 1 2 Dreyer Benard P. 1 2 1 New York University School of Medicine, New York City, USA 2 Bellevue Hospital Center, New York, NY, USA 3 State University of New York Downstate, Brooklyn, USA 4 Marymount Manhattan College, New York, NY, USA 5 New York City Department of Health and Mental Hygiene, NY, USA Alan L. Mendelsohn, Bellevue Hospital Center, 564 First Avenue, New York, NY 10016-9198, USA. Email: alm5@nyu.edu 10 2019 1053815119880597 © 2019 SAGE Publications 2019 Division for Early Childhood of the Council for Exceptional Children We sought to determine whether pediatric primary care interventions targeting positive parenting among low socioeconomic status mothers resulted in reduced referrals to the New York City Early Intervention Program (NYC-EIP). Participants in Building Blocks (BB) and the Video Interaction Project (VIP) were linked with the NYC-EIP administrative dataset to determine referrals. In all, 139 of 422 study participants (31.4%) meeting inclusion criteria were referred to the NYC-EIP. Although referrals did not differ overall by group (VIP 29.8%; BB 33.8%; control 35.3%), differences were found for mothers with education/literacy of seventh grade or higher (interaction p = .02). In that subgroup, VIP was associated with reduced referrals by age 3 years (22.4%; adjusted odds ratio 0.53; 95% confidence interval [0.29, 0.97]), compared with BB (35.0%) and controls (34.3%), with survival analysis showing reduced cumulative risk ( p = .04). We conclude that VIP resulted in reduced referrals for early intervention evaluation among children of mothers with seventh-grade education or higher. child development cognitive development behavior problems and disorders disabilities and development delays Society for Developmental and Behavioral Pediatrics https://doi.org/10.13039/100011168 National Institute of Child Health and Human Development https://doi.org/10.13039/100000071 3R01 HD047740-03S1 National Institute of Child Health and Human Development https://doi.org/10.13039/100000071 3R01HD047740-08S1 National Institute of Child Health and Human Development https://doi.org/10.13039/100000071 R01 HD047740 01-09 New York Community Trust https://doi.org/10.13039/100000918 Nancy Lurie Marks Family Foundation https://doi.org/10.13039/100007429 edited-state corrected-proof We are grateful to many individuals who contributed to this project, including Melissa Acevedo, Jenny Arevalo, Nina Burtchen, Caitlin Canfield, Diego Catalan, Aida Custode, Oksana Gray, Pamela Kim, Jennifer Ledesma, Elizabeth Jennifer Lee, Breanna Luster, Maya Matalon, Caroline Raak, Daniela Romero, Anne Seery, Melissa Tunik, Jessica Urgelles, Kristina Vlahovicova, Linda Votruba, Lisa White, Caroline Wilkes, Margaret Wolff, and Brenda Woodford. In addition, we would like to thank the parents and children who participated in this study. Declaration of Conflicting Interests The author(s) declared no potential conflicts of interest with respect to the research, authorship, and/or publication of this article. Funding The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Institutes of Health/National Institute of Child Health and Human Development (“Promoting Early School Readiness in Primary Health Care” [R01 HD047740 01-09; 3 R01 HD047740-03S1; 3R01HD047740-08S1]); the Tiger Foundation; the Marks Family Foundation; the Rhodebeck Charitable Trust; the New York Community Trust; the New York State Empire Clinical Research Investigator Program; the Academic Pediatric Association Young Investigator Award Program; the Society for Developmental and Behavioral Pediatrics Research Grant; Children of Bellevue, Inc; and KiDS of NYU Foundation, Inc.
Funding Information:
We are grateful to many individuals who contributed to this project, including Melissa Acevedo, Jenny Arevalo, Nina Burtchen, Caitlin Canfield, Diego Catalan, Aida Custode, Oksana Gray, Pamela Kim, Jennifer Ledesma, Elizabeth Jennifer Lee, Breanna Luster, Maya Matalon, Caroline Raak, Daniela Romero, Anne Seery, Melissa Tunik, Jessica Urgelles, Kristina Vlahovicova, Linda Votruba, Lisa White, Caroline Wilkes, Margaret Wolff, and Brenda Woodford. In addition, we would like to thank the parents and children who participated in this study. The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This work was supported by the National Institutes of Health/National Institute of Child Health and Human Development (?Promoting Early School Readiness in Primary Health Care? [R01 HD047740 01-09; 3 R01 HD047740-03S1; 3R01HD047740-08S1]); the Tiger Foundation; the Marks Family Foundation; the Rhodebeck Charitable Trust; the New York Community Trust; the New York State Empire Clinical Research Investigator Program; the Academic Pediatric Association Young Investigator Award Program; the Society for Developmental and Behavioral Pediatrics Research Grant; Children of Bellevue, Inc; and KiDS of NYU Foundation, Inc.
PY - 2020/3/1
Y1 - 2020/3/1
N2 - We sought to determine whether pediatric primary care interventions targeting positive parenting among low socioeconomic status mothers resulted in reduced referrals to the New York City Early Intervention Program (NYC-EIP). Participants in Building Blocks (BB) and the Video Interaction Project (VIP) were linked with the NYC-EIP administrative dataset to determine referrals. In all, 139 of 422 study participants (31.4%) meeting inclusion criteria were referred to the NYC-EIP. Although referrals did not differ overall by group (VIP 29.8%; BB 33.8%; control 35.3%), differences were found for mothers with education/literacy of seventh grade or higher (interaction p =.02). In that subgroup, VIP was associated with reduced referrals by age 3 years (22.4%; adjusted odds ratio 0.53; 95% confidence interval [0.29, 0.97]), compared with BB (35.0%) and controls (34.3%), with survival analysis showing reduced cumulative risk (p =.04). We conclude that VIP resulted in reduced referrals for early intervention evaluation among children of mothers with seventh-grade education or higher.
AB - We sought to determine whether pediatric primary care interventions targeting positive parenting among low socioeconomic status mothers resulted in reduced referrals to the New York City Early Intervention Program (NYC-EIP). Participants in Building Blocks (BB) and the Video Interaction Project (VIP) were linked with the NYC-EIP administrative dataset to determine referrals. In all, 139 of 422 study participants (31.4%) meeting inclusion criteria were referred to the NYC-EIP. Although referrals did not differ overall by group (VIP 29.8%; BB 33.8%; control 35.3%), differences were found for mothers with education/literacy of seventh grade or higher (interaction p =.02). In that subgroup, VIP was associated with reduced referrals by age 3 years (22.4%; adjusted odds ratio 0.53; 95% confidence interval [0.29, 0.97]), compared with BB (35.0%) and controls (34.3%), with survival analysis showing reduced cumulative risk (p =.04). We conclude that VIP resulted in reduced referrals for early intervention evaluation among children of mothers with seventh-grade education or higher.
KW - behavior problems and disorders
KW - child development
KW - cognitive development
KW - disabilities and development delays
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U2 - 10.1177/1053815119880597
DO - 10.1177/1053815119880597
M3 - Article
AN - SCOPUS:85074434551
VL - 42
SP - 69
EP - 82
JO - Journal of Early Intervention
JF - Journal of Early Intervention
SN - 1053-8151
IS - 1
ER -