Addressing Disparities in Parent Education: Examining the Effects of Learn the Signs/Act Early Parent Education Materials on Parent Outcomes

Abstract

Early intervention is critical for improved prognosis and quality of life for young children with developmental delays and disabilities. Yet, disparities persist among underserved families with young children. These disparities include knowledge of child development, use of medical providers as referral sources, and later diagnosis. The current study employed a mixed method, randomized controlled trial to examine participant outcomes among low-income, underserved families who received child development information. The information included the 42-page Milestone Moments booklet that was developed by the Centers for Disease Control and Prevention's Learn the Signs/Act Early initiative. Participants (n = 108) included parents or legal guardians of children ages birth through 5 years. The participants were predominantly Black/African American (86 %) and female (90 %), and all had incomes below the federal poverty level. Study variables related to the location (home vs. child care center) and context (single session vs. extended visits) for delivering the information did not yield significant differences. Yet, there were clear findings that parents who received the booklet reported increased knowledge about child development, a decrease in concern about their own children's developmental progress, and a positive perception of the booklet. On interview, parents reported learning new information about child development or being reminded of developmental information they had forgotten and the importance of following up with professionals when concerns arose. While not statistically significant, there was a consistent trend toward greater participant outcomes for parents who received materials in the child care setting relative to the home.

Childcare providers’ attitudes, knowledge, and practice related to developmental monitoring to promote early identification and referral

“…LTSAE materials are designed based on behaviour change theory and social marketing techniques (Raspa et al, 2015). Several evaluation studies of LTSAE materials have demonstrated an impact on public awareness and parent attitudes and practice (Burt, 2013;Graybill, Self-Brown, Lai, Vinoski, McGill, & Crimmins, 2016;Patel, 2007;Westat, 2015;Crimmins, Graybill, & Vinoski, 2013). Specifically, these studies have established that population-level awareness of ASD increased during the first two years of the LTSAE campaign and that parents had positive perceptions of LTSAE materials (Graybill et al, 2016;Raspa, et al, 2015;Patel, 2007;Westat, 2015).…”

“…There is also evidence (based on parent self-report) that LTSAE materials impacted some parent outcomes, including increased tracking of developmental milestones in their own child(ren), increased comfort with and likelihood of following up with a professional as a result of developmental concern, and decreased concern about their own child's development (Campbell, Greenberg, Gallagher, Stoneburg & Simmons, 2018;Graybill et al, 2016;Westat, 2015).…”

Determinantes, Procesos y Resultados de la Formación Inicial de Profesores de Enseñanza Básica y Educación Parvularia en Chile: Una Aproximación Conceptual

“…En el caso específico de la Educación Parvularia, el material didáctico constituye un elemento central ya que, en el proceso de formación de niños, la comunicación mediante material educativo juega un papel fundamental para la interacción y el aprendizaje efectivo (Slot et al, 2015). Por lo tanto, en la preparación de los futuros formadores, la infraestructura, el equipamiento y el material educativo son de la mayor importancia para generar procesos educativos eficaces y eficientes (Graybill et al, 2016).…”

Socioemotional developmental surveillance in young children: monitoring and screening best identify young children that require mental health treatment

“…Act Early . Milestone Moments booklets; Graybill et al., ). Screening , however, is a more formal early detection technique wherein HCPs use well‐validated normed instruments to query parents about their child's development and social‐emotional functioning.…”