Enhancing Parent Talk, Reading, and Play in Primary Care

Sustained Impacts of the Video Interaction Project

Carolyn Brockmeyer Cates, Adriana Weisleder, Samantha Berkule Johnson, Anne M. Seery, Caitlin F. Canfield, Harris Huberman, Benard P. Dreyer, Alan L. Mendelsohn

Research output: Contribution to journalArticle

6 Citations (Scopus)

Abstract

Objective: To determine the early impacts of pediatric primary care parenting interventions on parent cognitive stimulation in low socioeconomic status families and whether these impacts are sustained up to 1.5 years after program completion. Study design: This randomized controlled trial included assignment to 1 of 2 interventions (Video Interaction Project [VIP] or Building Blocks) or to a control group. Mother–newborn dyads were enrolled postpartum in an urban public hospital. In VIP, dyads met with an interventionist on days of well-child visits; the interventionist facilitated interactions in play and shared reading through provision of learning materials and review of videotaped parent–child interactions. In Building Blocks, parents were mailed parenting pamphlets and learning materials. We compare the trajectories of cognitive stimulation for parents in VIP and control from 6 to 54 months. Results: There were 546 families that contributed data. VIP was associated with enhanced reading, parent verbal responsivity, and overall stimulation at all assessment points, with analyses demonstrating a 0.38 standard deviation increase in cognitive stimulation overall. Trajectory models indicated long-term persistence of VIP impacts on reading, teaching, and verbal responsivity. Conclusions: VIP is associated with sustained enhancements in cognitive stimulation in the home 1.5 years after completion of the program and support expansion of pediatric interventions to enhance developmental trajectories of children of low socioeconomic status. Trial registration: Clinicaltrials.gov: NCT00212576.

Original languageEnglish (US)
Pages (from-to)49-56.e1
JournalJournal of Pediatrics
Volume199
DOIs
StatePublished - Aug 1 2018

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Reading
Primary Health Care
Parenting
Social Class
Parents
Learning
Pediatrics
Pamphlets
Public Hospitals
Urban Hospitals
Postpartum Period
Teaching
Randomized Controlled Trials
Control Groups

Keywords

  • child development
  • intervention
  • poverty
  • prevention

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Cates, C. B., Weisleder, A., Berkule Johnson, S., Seery, A. M., Canfield, C. F., Huberman, H., ... Mendelsohn, A. L. (2018). Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project. Journal of Pediatrics, 199, 49-56.e1. https://doi.org/10.1016/j.jpeds.2018.03.002
Cates, Carolyn Brockmeyer ; Weisleder, Adriana ; Berkule Johnson, Samantha ; Seery, Anne M. ; Canfield, Caitlin F. ; Huberman, Harris ; Dreyer, Benard P. ; Mendelsohn, Alan L. / Enhancing Parent Talk, Reading, and Play in Primary Care : Sustained Impacts of the Video Interaction Project. In: Journal of Pediatrics. 2018 ; Vol. 199. pp. 49-56.e1.
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Cates, CB, Weisleder, A, Berkule Johnson, S, Seery, AM, Canfield, CF, Huberman, H, Dreyer, BP & Mendelsohn, AL 2018, 'Enhancing Parent Talk, Reading, and Play in Primary Care: Sustained Impacts of the Video Interaction Project', Journal of Pediatrics, vol. 199, pp. 49-56.e1. https://doi.org/10.1016/j.jpeds.2018.03.002

Enhancing Parent Talk, Reading, and Play in Primary Care : Sustained Impacts of the Video Interaction Project. / Cates, Carolyn Brockmeyer; Weisleder, Adriana; Berkule Johnson, Samantha; Seery, Anne M.; Canfield, Caitlin F.; Huberman, Harris; Dreyer, Benard P.; Mendelsohn, Alan L.

In: Journal of Pediatrics, Vol. 199, 01.08.2018, p. 49-56.e1.

Research output: Contribution to journalArticle

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