Reading aloud, play, and social-emotional development

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

*Corresponding author for this work

Research output: Contribution to journalArticle

8 Citations (Scopus)

Abstract

OBJECTIVES: To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). METHODS: Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). RESULTS: VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ~-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity (P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age ? VIP 3-5 interactions. CONCLUSIONS: Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.

Original languageEnglish (US)
Article numbere20173393
JournalPediatrics
Volume141
Issue number5
DOIs
StatePublished - May 1 2018

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Reading
Risk Reduction Behavior
Primary Health Care
Parturition
Pediatrics
Parenting
Aggression
Postpartum Period
Randomized Controlled Trials
Learning
Social Skills
Problem Behavior

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health

Cite this

Mendelsohn, A. L., Cates, C. B., Weisleder, A., Johnson, S. B., Seery, A. M., Canfield, C. F., ... Dreyer, B. P. (2018). Reading aloud, play, and social-emotional development. Pediatrics, 141(5), [e20173393]. https://doi.org/10.1542/peds.2017-3393
Mendelsohn, Alan L. ; Cates, Carolyn Brockmeyer ; Weisleder, Adriana ; Johnson, Samantha Berkule ; Seery, Anne M. ; Canfield, Caitlin F. ; Huberman, Harris S. ; Dreyer, Benard P. / Reading aloud, play, and social-emotional development. In: Pediatrics. 2018 ; Vol. 141, No. 5.
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title = "Reading aloud, play, and social-emotional development",
abstract = "OBJECTIVES: To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). METHODS: Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). RESULTS: VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ~-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity (P = .001). VIP 0-3 resulted in reduced {"}Clinically Significant{"} Hyperactivity (relative risk reduction for overall sample: 69.2{\%}; P = .03; relative risk reduction for increased psychosocial risk: 100{\%}; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age ? VIP 3-5 interactions. CONCLUSIONS: Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.",
author = "Mendelsohn, {Alan L.} and Cates, {Carolyn Brockmeyer} and Adriana Weisleder and Johnson, {Samantha Berkule} and Seery, {Anne M.} and Canfield, {Caitlin F.} and Huberman, {Harris S.} and Dreyer, {Benard P.}",
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Mendelsohn, AL, Cates, CB, Weisleder, A, Johnson, SB, Seery, AM, Canfield, CF, Huberman, HS & Dreyer, BP 2018, 'Reading aloud, play, and social-emotional development', Pediatrics, vol. 141, no. 5, e20173393. https://doi.org/10.1542/peds.2017-3393

Reading aloud, play, and social-emotional development. / Mendelsohn, Alan L.; Cates, Carolyn Brockmeyer; Weisleder, Adriana; Johnson, Samantha Berkule; Seery, Anne M.; Canfield, Caitlin F.; Huberman, Harris S.; Dreyer, Benard P.

In: Pediatrics, Vol. 141, No. 5, e20173393, 01.05.2018.

Research output: Contribution to journalArticle

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T1 - Reading aloud, play, and social-emotional development

AU - Mendelsohn, Alan L.

AU - Cates, Carolyn Brockmeyer

AU - Weisleder, Adriana

AU - Johnson, Samantha Berkule

AU - Seery, Anne M.

AU - Canfield, Caitlin F.

AU - Huberman, Harris S.

AU - Dreyer, Benard P.

PY - 2018/5/1

Y1 - 2018/5/1

N2 - OBJECTIVES: To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). METHODS: Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). RESULTS: VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ~-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity (P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age ? VIP 3-5 interactions. CONCLUSIONS: Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.

AB - OBJECTIVES: To determine impacts on social-emotional development at school entry of a pediatric primary care intervention (Video Interaction Project [VIP]) promoting positive parenting through reading aloud and play, delivered in 2 phases: infant through toddler (VIP birth to 3 years [VIP 0-3]) and preschool-age (VIP 3 to 5 years [VIP 3-5]). METHODS: Factorial randomized controlled trial with postpartum enrollment and random assignment to VIP 0-3, control 0 to 3 years, and a third group without school entry follow-up (Building Blocks) and 3-year second random assignment of VIP 0-3 and control 0 to 3 years to VIP 3-5 or control 3 to 5 years. In the VIP, a bilingual facilitator video recorded the parent and child reading and/or playing using provided learning materials and reviewed videos to reinforce positive interactions. Social-emotional development at 4.5 years was assessed by parent-report Behavior Assessment System for Children, Second Edition (Social Skills, Attention Problems, Hyperactivity, Aggression, Externalizing Problems). RESULTS: VIP 0-3 and VIP 3-5 were independently associated with improved 4.5-year Behavior Assessment System for Children, Second Edition T-scores, with effect sizes (Cohen's d) ~-0.25 to -0.30. Receipt of combined VIP 0-3 and VIP 3-5 was associated with d = -0.63 reduction in Hyperactivity (P = .001). VIP 0-3 resulted in reduced "Clinically Significant" Hyperactivity (relative risk reduction for overall sample: 69.2%; P = .03; relative risk reduction for increased psychosocial risk: 100%; P = .006). Multilevel models revealed significant VIP 0-3 linear effects and age ? VIP 3-5 interactions. CONCLUSIONS: Phase VIP 0-3 resulted in sustained impacts on behavior problems 1.5 years after program completion. VIP 3-5 had additional, independent impacts. With our findings, we support the use of pediatric primary care to promote reading aloud and play from birth to 5 years, and the potential for such programs to enhance social-emotional development.

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Mendelsohn AL, Cates CB, Weisleder A, Johnson SB, Seery AM, Canfield CF et al. Reading aloud, play, and social-emotional development. Pediatrics. 2018 May 1;141(5). e20173393. https://doi.org/10.1542/peds.2017-3393