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

doi:10.1177/0009922817737079

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

Obstetrics and Gynecology

Research output: Contribution to journal › Article › peer-review

9 Scopus citations

Abstract

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 language	English (US)
Pages (from-to)	945-953
Number of pages	9
Journal	Clinical pediatrics
Volume	57
Issue number	8
DOIs	https://doi.org/10.1177/0009922817737079
State	Published - Jul 1 2018

Keywords

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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10.1177/0009922817737079

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title = "Educating Parents About Infant Language Development: A Randomized Controlled Trial",

abstract = "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.",

keywords = "brain development, knowledge of early childhood cognitive and language development, parent education, secure attachment, universal newborn hearing screening",

author = "Suskind, {Dana L.} and Leung, {Christy Y.Y.} and Webber, {Robert J.} and Hundertmark, {Alison C.} and Leffel, {Kristin R.} and {Fuenmayor Rivas}, {Iara E.} and Grobman, {William A.}",

note = "Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by a grant from the Successful Pathways from School to Work initiative, funded by the Hymen Milgrom Supporting Organization.",

year = "2018",

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AU - Leffel, Kristin R.

AU - Fuenmayor Rivas, Iara E.

AU - Grobman, William A.

N1 - Funding Information: The author(s) disclosed receipt of the following financial support for the research, authorship, and/or publication of this article: This study was supported by a grant from the Successful Pathways from School to Work initiative, funded by the Hymen Milgrom Supporting Organization.

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N2 - 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.

AB - 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.

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Educating Parents About Infant Language Development: A Randomized Controlled Trial

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ASJC Scopus subject areas

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