Effects of a Triadic Parent-Implemented Home-Based Communication Intervention for Toddlers

Brown, Jennifer A.; Woods, Juliann

doi:10.1177/1053815115589350

Cited by 87 publications

(63 citation statements)

References 46 publications

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“…First, HOVRS-A+ quality ratings, which are higher when greater proportions of home visit time are devoted to triadic interactions, predict positive outcomes for both parents and children participating in home visiting programs (Roggman et al, under review). Positive communication outcomes among toddlers with disabilities resulted from interventionists coaching interactions while engaging the parent and child in triadic interactions (Brown and Woods 2015 ).…”

Section: Discussionmentioning

confidence: 99%

Triadic Interactions in MIECHV: Relations to Home Visit Quality

Peterson

Hughes-Belding

Rowe

et al. 2018

Matern Child Health J

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Objectives This study was conducted to look inside home visits to examine active intervention ingredients used and their relations with ratings of home visit quality. In particular, triadic interactions that engage the home visitor, parent, and child together and provide a context for home visitors to facilitate parent-child interactions by observing, modeling and coaching behaviors that promote optimal child development were examined. Methods Observations were conducted to describe intervention activities (with the HVOF-R) and rate quality of home visit practices and engagement (with the HOVRS A+). Results Analyses revealed the majority of home visit time (71%) was spent in home visitor-parent interactions with only a small proportion of home visit time (17%) spent in triadic interactions and an even smaller proportion of time (2%) during which home visitors actively coached parent-child interactions. Amount of time spent in triadic interactions was related positively to quality ratings of home visit practices and engagement. Moreover, time spent coaching parent-child interactions uniquely predicted home visit quality after accounting for visit length and home visitor time spent observing and modeling. Conclusions for Practice Increasing the percentage of home visitors engage the parent and child in triadic interaction should be a focus for home visiting programs. Home visitors will likely need professional development and supervisory support to enhance their skills in coaching parent-child interactions during triadic interactions.

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Section: Discussionmentioning

confidence: 99%

Triadic Interactions in MIECHV: Relations to Home Visit Quality

Peterson

Hughes-Belding

Rowe

et al. 2018

Matern Child Health J

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“…Most studies ( n = 36, 64.3%) were randomized controlled trials [ 14 , 15 , 18 , 20 , 24 , 26 – 31 , 33 – 36 , 38 , 39 , 41 – 47 , 50 , 51 , 54 – 59 , 62 , 64 – 66 ] and conducted in outpatient settings (including primary care and the community) ( n = 33). Caregivers were most commonly parents ( n = 25, 44.6%) [ 14 – 18 , 20 , 25 , 28 , 30 , 34 , 36 , 37 , 39 – 41 , 46 – 48 , 49 , 53 , 58 , 60 , 64 – 66 ] and family caregivers more broadly—family caregivers could include parents, but the term was broadly defined—( n = 17, 30.4%) [ 1 , 2 , 22 , 23 , 31 – 33 , 35 , 42 , 44 , 45 , 54 , 56 , 59 , 61 , 63 , 67 ], with the most common populations receiving care being premature/low birth weight infants ( n = 8, 14.3%) [ 14 , 17 , 18 , 40 , 47 , 49 , 65 , 66 ...…”

Section: Resultsmentioning

confidence: 99%

Translating evidence to patient care through caregivers: a systematic review of caregiver-mediated interventions

Fiest

McIntosh

Demiantschuk

et al. 2018

BMC Med

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BackgroundCaregivers may promote the uptake of science into patient care and the practice of evidence-informed medicine. The purpose of this study was to determine whether caregiver-mediated (non-clinical caregiver-delivered) interventions are effective in improving patient, caregiver, provider, or health system outcomes.MethodsWe searched the MEDLINE, Embase, PsycINFO, Cumulative Index of Nursing and Allied Health, and Scopus databases from inception to February 27, 2017. Interventions (with a comparison group) reporting on a quality improvement intervention mediated by a caregiver and directed to a patient, in all ages and patient-care settings, were selected for inclusion. A three-category framework was developed to characterize caregiver-mediated interventions: inform (e.g., provide knowledge), activate (e.g., prompt action), and collaborate (e.g., lead to interaction between caregivers and other groups [e.g., care providers]).ResultsFifty-six studies met the inclusion criteria, and 64% were randomized controlled trials (RCTs). The most commonly assessed outcomes were patient- (n = 40) and caregiver-oriented (n = 33); few health system- (n = 10) and provider-oriented (n = 2) outcomes were reported. Patient outcomes (e.g., satisfaction) were most improved by caregiver-mediated interventions that provided condition and treatment education (e.g., symptom management information) and practical condition-management support (e.g., practicing medication protocol). Caregiver outcomes (e.g., stress-related/psychiatric outcomes) were most improved by interventions that activated caregiver roles (e.g., monitoring blood glucose) and provided information related to that action (e.g., why and how to monitor). The risk of bias was generally high, and the overall quality of the evidence was low-moderate, based on Grading of Recommendations Assessment Development and Evaluation ratings.ConclusionsThere is a large body of research, including many RCTs, to support the use of caregiver-mediated interventions that inform and activate caregivers to improve patient and caregiver outcomes. Select caregiver-mediated interventions improve patient (inform-activate) and caregiver (inform-activate-collaborate) outcomes and should be considered by all researchers implementing patient- and family-oriented research.Systematic reviewPROSPERO, CRD42016052509.Electronic supplementary materialThe online version of this article (10.1186/s12916-018-1097-4) contains supplementary material, which is available to authorized users.

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“…Plans were recorded on a 'communication toolbox' form to support understanding and recall (see the appendix). Coaching during the intervention sought to support parents to develop a reflective learning style where didactic teaching from therapist is phased out, so that by the end of the intervention parents are more responsive to cues from their child (Hargreaves and Dawe 1990, Woods et al 2004, Brown and Woods 2015. The coaching was informed by family guided routines-based intervention, which defined coaching as a 'set of flexible strategies that provide the provider and caregiver with opportunities to share information, learn and practice strategies, and solve problems in a manner guided by caregiver-identified priorities' (Friedman et al 2012, p66).…”

Section: Interventionmentioning

confidence: 99%

Feasibility of parent communication training with remote coaching using smartphone apps

Stockwell

Alabdulqader

Jackson

et al. 2019

Intl J Lang & Comm Disor

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Background Communication training for parents of young children with neurodisability is often delivered in groups and includes video coaching. Group teaching is problematic when there is wide variation in the characteristics and needs amongst participants. Aims To assess the potential feasibility and acceptability of delivering one‐to‐one parent training supported by remote coaching using smartphone apps and of conducting further trials of the intervention. Methods & Procedures We aimed to recruit eight children aged 12–48 months with motor disorders and communication difficulties and to provide families with individual parent training in six weekly home visits supplemented by remote coaching via smartphone apps. For outcome measurement, parents recorded their interaction with their child thrice weekly during baseline (3 weeks), intervention, post‐intervention (3 weeks) and follow‐up (1 week). Measures comprised parent responsiveness and counts of children's communication and vocalization. Research design feasibility was measured through rates of recruitment, attrition, outcome measure completion and agreement between raters on outcome measurement. Intervention feasibility was assessed through the proportion of therapy sessions received, the number of videos and text messages shared using the apps in remote coaching, and message content. Parents were interviewed about the acceptability of the intervention and trial design. Interviews were transcribed and analyzed using inductive thematic analysis. Outcomes & Results Nine children were recruited over 16 weeks. All fitted the inclusion criteria. Four families withdrew from the study. Five families completed the intervention. No family submitted the target number of video recordings for outcome measurement. Interrater agreement was moderate for child communication (K = 0.46) and vocalization (K = 0.60) and high for The Responsive Augmentative and Alternative Communication Style scale (RAACS) (rs = 0.96). Parents who completed the intervention reported positive experiences of the programme and remote coaching via the apps. Therapist messages via the app contained comments on parent and child behaviour and requests for parental reflection/action; parental messages contained reflections on children's communication. Conclusions & Implications The intervention and study design demanded high levels of parental involvement and was not suitable for all families. Recording shorter periods of interaction via mobile phones or using alternative methods of data collection may increase feasibility of outcome measurement.

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Effects of a Triadic Parent-Implemented Home-Based Communication Intervention for Toddlers

Cited by 87 publications

References 46 publications

Triadic Interactions in MIECHV: Relations to Home Visit Quality

Triadic Interactions in MIECHV: Relations to Home Visit Quality

Translating evidence to patient care through caregivers: a systematic review of caregiver-mediated interventions

Feasibility of parent communication training with remote coaching using smartphone apps

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