Home Again: Effects of the Mother-Child Home Program on Mother and Child

Abstract

4 successive cohorts of low-income families were randomly assigned either to a home-based intervention program that focused on modeling verbal interaction between mother and child around selected toys and books or to comparison treatments. Large program effects were found on maternal interaction styles in videotaped observations. Small IQ and program-specific effects were found for children in contrast to much larger IQ effects found in earlier research. IQ effects did not appear to have been mediated by changes in maternal behavior. A variation in which toys and books were supplied without home visits was as effective as the full program on IQ but not on maternal behavior. 3 years postprogram , there were no detectable effects in achievement or IQ tests or in first grade teachers' ratings of school adjustment and performance, but IQ and achievement scores were near national norms. Reasons for discrepancies with earlier results are discussed. The results highlight the need for continued experimental evaluation of early intervention programs with safeguards to insure that samples are educationally at risk.

Does home visiting prevent childhood injury? A systematic review of randomised controlled trials

“…The combined search strategies identified 33 trials meeting the first two inclusion criteria (randomised trials of postnatal home visiting) 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42. Eleven of these trials (with 3433 participants) reported outcome data on injury or abuse, or on both 10 11 12 13 14 15 16 17 18 19 42.…”

Community-based interventions to optimize early childhood development in low resource settings

“…However, the children's psychomotor development did not show appreciable changes. Researchers also found that even in high-risk populations (e.g., low income, 42 Latino, 43 ), intensive structured training using toys and books and teaching other PCI-enhancing skills resulted in significant improvement in PCI and variable increases in cognitive development of the children. The Brookline Early Education Project 44 found that intensive use of libraries, toys and parenting skills training until kindergarten led to significantly better health outcomes even at the age of 25 years among those children in the intervention group.…”

“…The Brookline Early Education Project 44 found that intensive use of libraries, toys and parenting skills training until kindergarten led to significantly better health outcomes even at the age of 25 years among those children in the intervention group. However, the studies had a number of limitations that affect the study outcomes and hence the overall results, such as high attrition rate and systematic bias, 44 non-uniform assessment of outcomes across cohorts 42 and poor statistical analysis. 41 Studies related to reading Supplementary Table S3 outlines the studies that assessed the impact of reading interventions.…”

Étude de la fonction médiatrice des comportements maternels dans les programmes d’interventions visant à améliorer le développement socio-affectif et cognitif de l’enfant

“…La première étude, réalisée par Madden et al (1984) renvoie à un devis quasi-expérimental regroupant 114 dyades à risque sur le plan psychosocial et recrutées en quatre cohortes (1973,1974,1975,1976) provenant de 3 quartiers de la ville de New York, à partir des mêmes critères de sélection (faible revenu familial, parents de moins de 12 années de scolarité, enfants âgés de 22 à 33 mois). En plus de mesurer l'efficacité de leur programme d'intervention, les auteurs ont examiné le processus par lequel l'enfant en bénéficie sur le plan cognitif, considérant à titre hypothétique la fonction médiatrice des comportements maternels.…”

“…La variable médiatrice est alors tenue pour celle par laquelle l'influence de la variable antécédente X est transférée à la variable critère Y. Elle devient ainsi la variable qui explique substantiellement la nature de la relation entre X et Y (Mathieu et Taylor, 2007). Bien que ce processus ne soit pas encore pleinement démontré dans le contexte des programmes d'interventions ciblant les comportements maternels, quelques rares études s'y sont toutefois intéressées (DeGarmo, Patterson et Forgatch, 2004 ;Landry et al, 2012 ;Madden, O'Hara et Levenstein, 1984 ;Moss et al, 2011). Deux de ces études sont parvenues à démontrer une relation causale entre l'exposition à l'intervention, le changement du comportement maternel et l'amélioration du développement de l'enfant (Guttentag et al, 2014 ;Landry et al, 2012).…”