Educating Parents About Infant Language Development: A Randomized Controlled Trial

Dana L. Suskind*, Christy Y.Y. Leung, Robert J. Webber, Alison C. Hundertmark, Kristin R. Leffel, Iara E. Fuenmayor Rivas, William A. Grobman

*Corresponding author for this work

Research output: Contribution to journalArticlepeer-review

9 Scopus citations


A total of 427 women (aged 18-45 years) who delivered a singleton neonate without serious medical complications were randomized to watch either an educational intervention (n = 225) or the sudden infant death syndrome (n = 202) video. Linear mixed models showed that the intervention women significantly gained knowledge over time. Knowledge gain was largest among high–socioeconomic status (high-SES) and middle-SES English-speaking, smaller among low-SES Spanish-speaking, and nonsignificant among low-SES English-speaking women. Analysis of deviance revealed that the intervention women of all SES learned strategies fostering secure attachment and language acquisition. Participants considered watching an educational video alongside the universal newborn hearing screening (UNHS) conveniently timed. The intervention women were more likely than the control women to recognize the importance of timely UNHS follow-up.

Original languageEnglish (US)
Pages (from-to)945-953
Number of pages9
JournalClinical pediatrics
Issue number8
StatePublished - Jul 1 2018


  • brain development
  • knowledge of early childhood cognitive and language development
  • parent education
  • secure attachment
  • universal newborn hearing screening

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health


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