Early Childhood Intervention Programs Research Articles

Assessing the Impact of Early Childhood Intervention Programs on Obesity Prevention: A comparative study

Background: Childhood obesity is a major global health concern with long-term implications. Early intervention programs (EIPs) have been developed to address this problem, emphasizing nutrition, physical activity, and behavior change. However, the comparative effectiveness of different types of EIPs remains unclear. Objectives: The aim of this study was to compare the effectiveness of several EIPs to reduce Body Mass Index (BMI), improve dietary habits, and increase physical activity among children 4 to 12 years of age. Methods: This comparative study was conducted in schools and pediatric clinics in Lahore, Pakistan from February 2023 to June 2024. The current study included 550 children diagnosed with obesity who were selected using stratified random sampling. Participants had different types of EIPs including nutrition education, physical activities and behavioral counseling. Data on BMI, dietary habits and physical activity were collected before and after the interventions. SPSS version 27.0 was employed, Paired t tests, ANOVA and logistic regression were used to control for confounding variables, such as age and socioeconomic status. Results: Mean BMI was significantly reduced in all groups and had the largest reductions in programs exceeding 16 weeks (mean reduction of 1.4 units, p<0.001). Change in behavioral included increased fruit and vegetable intake (from 38% to 74%, p < 0.01) and reduced sugary beverage uptake (from 58% to 35%, p < 0.01). Program duration and parental involvement were significant predictors of success. Conclusions: Early intervention programs effectively reduce obesity metrics among children, with longer duration and parental involvement being key factors for success. These findings highlight the need for sustained, comprehensive programs to combat childhood obesity.

A comparison of the physical activity levels of 3-to-6-year-old children with autism spectrum disorder and children with typical development.

Physical activity during early development is closely related to health. Differences in physical activity between young children with autism spectrum disorder and those with typical development are unclear. The purpose of this study was to compare the physical activity levels in children with autism spectrum disorder and typically developing children from the same area, including their sedentary physical activity, light physical activity, moderate-to-vigorous physical activity, and number of days in which the moderate-to-vigorous physical activity guideline recommendation of 60 min per day was met. A total of 77 participants aged 3-6 years were included: 41 children with autism spectrum disorder (mean age = 61.41 ± 10.69 months) and 36 children with typical development (mean age = 60.36 ± 10.16 months). The physical activity of the children was measured using an ActiGraph GT3x accelerometer. There were no significant differences in daily sedentary physical activity (439.70 ± 54.98 vs. 450.42 ± 53.67) or moderate-to-vigorous physical activity (46.62 ± 18.93 vs. 47.47 ± 18.26) between the two groups. The average daily moderate-to-vigorous physical activity of the two groups did not reach 60 min, and they had similar proportions of participants who reached 60 min a given number of times (24.4% vs. 25%). Daily light physical activity was significantly higher in the autism spectrum disorder group (263.96 ± 43.17 vs. 242.32 ± 37.91, p < 0.05). The moderate-to-vigorous physical activity of both groups was similar and lower than the recommended minimum physical activity. Targeted interventions should be considered in early intervention programs for children with autism spectrum disorder to increase their moderate-to-vigorous physical activity.

Evaluation of apparently healthy Egyptian infants and toddlers on the bayley-III scales according to age and sex

BackgroundChild development is shaped throughout the first years of life through the interaction of genetics and the environment. Bayley-III is valuably used to determine early developmental delay (DD). The aim of this study was to detect the differences in performance of a sample of apparently healthy Egyptian infants and toddlers on the Bayley-III scales in relation to their age and gender.MethodsThis was a cross-sectional study. Bayley scales were applied to 270 of the 300 recruited children following the inclusion criteria; to avoid potential risk factors affecting development. Assessment included cognitive, language and motor skills. Engaged children aged 18–42 months were divided into 4 age groups with six-month intervals.ResultsApproximately 78.4%, 76.2%, and 72% of the participants had average and above average scores in the cognitive, motor, and language domains, respectively. The language domain was characteristically impacted. The oldest age group (36–42 months) scored the highest means composite scores, while the 2nd group aged 24 - <30 months, scored the lowest means in the three evaluated domains. In general, girls had non-significantly higher composite scores than boys, with a small effect size (d = 0.2–0.4). In the language domain, girls aged 30 to < 36 months scored significantly higher composite scores than boys (p < 0.05), with a medium effect size (d = 0.73).ConclusionThe study indicates that the performance of apparently healthy Egyptian children on the Bayley III evaluation differs in relation to age and sex. The most vulnerable age group at potential risk of DD was children aged 24–30 months. Efforts must be directed to investigate the nutritional, physical, psychological and safety needs of this group. Attention must be paid to early childhood intervention programs that stimulate development, especially language development, and they must be tailored on the basis of age and gender. Gender-specific norms may be needed in the evaluation of language development.

Family-centered approach in Early Childhood Intervention of a vulnerable population from an Ecuadorian rural context.

Studies about the implementation of the Family Centered Practices approach in Early Childhood Intervention refer as outcomes that have an impact on the Quality of Family Life, on children's development, and also on family empowerment. In Ecuador, despite an absence of Early Childhood Intervention policies and programs, a university has developed training in Family Centered Practices for graduate students. A formative component is to implement a Routines Based Model with families of children with disabilities. The aim of the study is to analyze the impact on the Family Quality of Life, children's development and self-perceived competence of families after the Routines Based Model has been implemented in their natural environment. Eight families from a rural area and their children with disabilities were included in the study. The Family Quality of Life Scale-Early Childhood Intervention and the Screening of the Battelle Developmental Inventory were applied at the beginning and end of the process. A qualitative interview established the family perspective upon the outcomes in their family and their children. There is evidence of a significant increase in the families' Quality of Life and in the children's development at the end of the process. At the interview the families declared themselves more competent to understand and contribute to the development of their children. The results provide knowledge of the implementation of a Routine Based Model in vulnerable contexts. Also contributes in the understanding of the family perspective on the outcomes and perceived benefits for the children and the family itself as a measure of quality of the intervention and training. Implications of the results for initial and ongoing training of early care professionals with vulnerable populations are discussed.

Black Fathers’ Perspectives About Early Childhood Adversity and Toxic Stress: Results From Focus Groups

Black children in the United States disproportionately experience early childhood adversity and toxic stress, which can lead to long-term negative physical and mental health outcomes. Mothers are traditionally enrolled in intervention programs to help address this while fathers typically are not. This study assessed Black fathers’ perspectives about early childhood adversity and toxic stress to begin to understand this public health concern through their lens. Sixteen self-identified Black fathers watched a six-minute animation about toxic stress, neurodevelopment, and resilience, and engaged in focus group discussions. Fathers identified unique and culture-specific contributors to early childhood adversity and toxic stress, as well as their inherent strengths and needs to help protect children. Implications for social work practice, particularly related to Black father engagement in early childhood prevention and intervention programs, are discussed.

A Framework for the Design of Inclusive Community-Based Early Childhood Intervention Programs

In this article, a framework for the creation of a fully inclusive and comprehensive early childhood intervention system is described. Although aspirational at this time, the potential for developmental science, intervention science, and implementation science to be integrated to maximize the effectiveness of early intervention systems is presented in the context of the Developmental Systems Approach. This framework guides a practice model emphasizing a family-centered problem-solving process that focuses on supporting well-characterized family patterns of interaction that contribute to children's development. Discussed as well is the ability of such an integrated system to be compatible with and incorporate principles and practices from a human rights perspective; all designed to support family and child goals. The transformational potential of this framework for organizing inclusive community-based early childhood programs is considered.

Evidence-Based Practices Via Remote Service Delivery for Early Intervention in Rural Communities

The COVID-19 pandemic increased the use of remote service delivery in early childhood intervention (EI), and this increased use is promising for young children with disabilities living in rural communities. However, the increase in remote service delivery requires a greater understanding of using evidence-based practices (EBP) delivered by EI providers via this mode. Remote service delivery adds a new context to EI services requiring study to identify (a) what works for whom and under what conditions, (b) how an evidence-based practice delivered remotely results in positive outcomes for young children and caregivers, and (c) the independent variables that influence those outcomes. This position paper explains the importance of remote service delivery for improving access to EBP for young children with disabilities and their families in rural communities using a conceptual framework. The conceptual framework includes three essential factors described in depth in this article. First, the conceptual framework can support researchers in designing rigorous studies to deliver evidence-based practices remotely. Second, the conceptual framework can support EI programs and providers in identifying EBP for service delivery for young children and families in rural communities.

Mental health disorder as a risk factor for domestic violence experienced by school children

PurposeDomestic violence is a universal social concern, and its implication on children’s mental health is a global health predicament. Although the aftereffect of domestic violence on the mental health of women is well researched, mental health disorders of children in terms of attention deficit hyperactivity disorder (ADHD), conduct disorder (CD), oppositional defiant disorder (ODD), general anxiety disorder (GAD), separation anxiety disorder (AD) and mood disorder (MD) on account of domestic violence is rarely investigated. Hence, the purpose of the study is to investigate the impact of exposure to domestic violence on children’s mental health.Design/methodology/approachTo examine the correlation between domestic violence and mental health among children, in a survey of public primary schools in Ekiti State, Nigeria, the authors employed 664 pupils with simple random techniques. The Multidimensional Domestic Violence Scale assessed the participants’ exposure to domestic violence. The Child & Youth Mental Health General Screening Questionnaire was used to examine respondents’ mental health.FindingsThe results revealed a high incidence of domestic violence among children. It also showed a substantial correlation between domestic violence and the mental health of primary school pupils. Children living with domestic violence experience significantly increased rates of ADHD, ODD, AD, GAD and MD as forms of mental health disorders.Research limitations/implicationsGiven the unpleasantness of this social issue affecting the well-being of children globally, it is imperative to engage in intervention and prevention packages that will assist the victims, perpetrators, parents, teachers, schools and other stakeholders. Introducing counselling services into the primary school curriculum will assist victims and those at risk develop self-confidence that will enable them to report their violators. Although counselors do not diagnose, early detection of victims would assist in early intervention where counselors can use different techniques and approaches to help such victims to resolve all forms of cognitive distortions that can lead to mental health disorders. Counselling services can help in providing referral opportunities to victims or “at risk children,” rehabilitation and follow-up services for victims of domestic violence.Practical implicationsGovernment organizations should also reintroduce health-care services where clinical psychologists will be available in primary schools to provide psychological services to meet the needs of the victims.Originality/valueConclusively, the study presents evidence that children who witness domestic violence face a significant risk of developing mental health disorders. The findings highlight the potential harm that domestic violence can inflict on children’s mental well-being. Mental health conditions such as ADHD, CD, ODD, GAD, AD and MD are commonly observed in these children. It recommends establishing early intervention programs for children witnessing domestic violence in schools and communities and programs to detect and address mental health issues promptly.

How are families in Germany doing in 2022? Study protocol of a nationally representative, cross-sectional study of parents with children aged 0-3 years.

In order for Early Childhood Intervention (ECI) to be effective, data-based information on families' resources, burden and current use of support services for families with young children, as well as on children's health and development is needed. The study Kinder in Deutschland [Children in Germany]-KiD 0-3 2022 aims at providing these data to help us understand families' situation and needs in Germany now, including families' experience of the COVID-19 pandemic. The study will recruit up to 300 pediatricians who will invite parents of children aged up to 48 months to participate in the study during a well-child visit. Parents (goal N = 8,000) will complete an online-questionnaire with their own web-enabled device. Pediatricians will complete a short questionnaire about each participating family. The questionnaires cover family psychosocial burden and resources, child health and development, use of family support services, as well as the families' experiences of the COVID-19 pandemic. Data will be analyzed to assess patterns of families´ psychosocial burdens and resources, use of support services for families with young children, and children´s health and development. Concordance between parent and pediatrician report will be assessed and comparisons with the predecessor study of 2015 will be drawn. Findings will be disseminated through scientific conferences, open access peer-reviewed journals, and dissemination channels of the National Centre for Early Prevention. The present study will provide parent and pediatrician reports on how families with young children are doing in Germany. These data will be used to inform Germany's early childhood intervention (ECI) program ("Frühe Hilfen") on current needs of families with young children.

Including a relationship-focus in paediatric occupational therapy interventions: Introducing the PAIR Model

ABSTRACT The importance of parent-child relationships for child developmental outcomes suggests a need to incorporate a relationship focus into early intervention programs for children with developmental delays. Nevertheless, confusion exists about the definition and application of relationship-focussed interventions, and occupational therapists remain more developmentally- and child-focussed. There is a need to operationalize relationship-focussed interventions to make these approaches clinically accessible. This report defines, and provides a rationale for, including parent-child relationship-focussed interventions in early childhood occupational therapy interventions. A new conceptual model, the “Phased Approach to Incorporating a Relationship-focus” (PAIR), is detailed for consideration in pediatric therapy settings. The PAIR model can support professional education, inform practice, and guide future research regarding relationship-focussed interventions. Research is needed to test the usefulness of this model in occupational therapy practice.

Relationship-based intervention for children who were prenatally alcohol exposed in South Africa

BackgroundThis early intervention study investigated the effectiveness of a relationship-based, developmental enhancement process for children who were prenatally exposed to alcohol in the South African context. Methods: Groups were created according to the child’s level of risk for alcohol-related developmental issues based on each mother’s alcohol use during pregnancy as assessed using the Alcohol Use Disorders Identification Test (AUDIT). Primary caregiver/child dyads were the focus of the intervention and child development was monitored by the Ages and Stages Questionnaire (ASQ). Eighteen caregiver/child dyads were in the heavily alcohol-exposed group, and 20 caregiver/child dyads were in the no or light alcohol-exposure group. The Home Observation Measurement of the Environment (HOME) was measured pre and post intervention. Results: The results indicated significant improvements in the home environment (p < .001) post-intervention for the entire cohort. For the total HOME score, there was a statistically significant main effect for time (pre- vs post-test), F(1, 36)= 65.205, p < .001, partial η2 = .64. with 99% confidence limits from .35 to .78. The offspring and parents from both the heavy alcohol exposure group and the no/low alcohol exposure group benefitted from the intervention over the duration of the intervention. Of the HOME domains affected, responsivity was the most improved in the households. The children’s scores on the ASQ varied substantially over the months of the intervention, and the offspring of the heavy exposure group often performed significantly worse than the no/low exposure group. Nevertheless, further analysis revealed that children with the lowest performance at baseline improved their performance on most ASQ domains throughout the intervention and performed significantly better on all ASQ domains over time and at completion of the intervention. Conclusions: This relationship-based, early intervention program for children resulted in benefits to all of the children over time.

READINESS LEVEL OF PARENTS FOR STUDENTS WITH SPECIAL EDUCATIONAL NEEDS IN EARLY INTERVENTION PROGRAMME SERVICES

Early intervention programme services in special education can be said to be support and assistance services to optimally develop children’s development and potential. The purpose of the study is to identify the level of readiness of parents for students with special educational needs in early intervention programme services. This study was carried out with a quantitative approach of questionnaire survey design. This study is based on the Epstein Model (1995). The study sample involved 138 parents of children with special educational needs from the Johor Bahru district using a simple random sampling method. Data was collected using a questionnaire adapted from the Special Education Teacher Questionnaire Part A and Part B instrument. Data analysis was conducted using descriptive statistics. Based on the findings of the study, it can be found that the level of parental readiness in the early intervention programme is at a high level. This study can provide important input and awareness to parents of children with special education needs, special education teachers and the parties concerned about the effectiveness and importance of early intervention programme for children with special education needs.

STRESS CONDITIONS OF PRESCHOOL CHILDREN WITH MENTAL DISORDER

The article deals with the problem of stressful conditions of preschool children with mental retardation, having emotional, physical, social, intellectual, linguistic and other health characteristics, as well as their social adaptation to society, which is currently extremely relevant. The corresponding pedagogical conditions for the development of certain mental processes and qualities that are very difficult to form at later age stages are analyzed. The practical experience of educating preschool children, which require special methodological approaches and the creation of a whole range of additional conditions, is summarized. Therefore, this article discusses the stressful conditions of preschool children with mental retardation and the principles of development of young children. Particular attention is paid to the modern life of preschool children who are constantly faced with stress. The article is devoted to the peculiarities of psychological and pedagogical assistance to preschool children with mental retardation. As a result of the study, the experience of developing and implementing an early intervention program for children with multiple developmental disorders is recommended.

Implementation of Naturalistic Developmental Behavioral Interventions: An early intervention program for children with autism spectrum disorder

Implementation of Naturalistic Developmental Behavioral Interventions: An early intervention program for children with autism spectrum disorder

The global agenda on obesity: what does this mean for Singapore?

The global agenda on obesity: what does this mean for Singapore?

Adverse childhood experiences: Pathways to internalising and externalising problems in young adulthood

AbstractAlthough adverse childhood experiences have been closely linked to a variety of adjustment difficulties in adulthood, less is known about which specific adverse experience or combinations of experiences are differentially predictive of internalising and externalising problems. This would undoubtedly enhance early adverse childhood experiences prevention and intervention programmes. Therefore, this research aims to explore the impact of adverse childhood experiences (abuse and neglect) on deviant behaviour, as well as depressive, anxious and stress symptoms in a community sample of Spanish young adults aged 18–20 years old (N = 270). All participants were recruited using convenience and snowball sampling methods as part of the International Study SOCIALDEVIANCE1820. All answered self‐report questionnaires about sociodemographic issues, adverse childhood experiences as well as current deviant behaviour and current internalising symptoms. Regression and fuzzy‐set qualitative comparative analysis showed that experiencing either physical abuse or a combination of emotional abuse and emotional neglect may lead to externalising problems in men. Internalising problems, however, were linked to the cumulative effect of multiple adverse experiences and were more frequent in women. These pathways to both externalising and internalising problems suggest a differential impact of adverse experiences.

The cultural specificity of parent-infant interaction: Perspectives of urban middle-class and rural indigenous families in Costa Rica

Caregiver-infant interactions in Western middle class often take place in dyadic play settings, engaged in infant-initiated object stimulation, and surrounded by a positive emotional tone, reflecting a distal parenting style. With this study we aim to investigate whether the same conception of caregiver-infant interaction is embodied in the proximal parenting style. For this purpose, we compare the context and pattern of caregiver-infant interactions in two cultural groups in Costa Rica: Urban middle-class families in San José and rural indigenous Bribri families. Naturalistic observations and caregiver interviews revealed significant differences between the groups, with San José families resembling the Western middle-class interaction pattern. Among the Bribris, adult-child play is uncommon so that children interact with adults in primary care settings and with older siblings in play settings. Bribri interactions are further characterized by emotional neutrality. The groups did not differ in terms of body contact. Also, caregivers in both samples took the lead in interactions more often than infants. The results are discussed in the context of an autonomous-relational style as combining psychological autonomy and hierarchical relatedness. We argue that early childhood theories and intervention programs need to abandon the assumption that Western middle-class strategies are universal and recognize locally relevant patterns of caregiver-infant interaction.

The Current Practices and Challenges of a Community Based Early Intervention Centre for ASD Children in Malaysia

In Malaysia, Non-Governmental Organisations (NGOs) play important roles in establishing community-based early intervention programmes for children with autism spectrum disorder. However, there are limited understanding of how the intervention programmes may be used in community-based settings. This paper aims to explore the practices and challenges faced by the community-based intervention centres in Malaysia. A principal, 6 teachers, and a therapist from IDEAS Autism Centre were selected as participants in this study through purposive sampling. Five main themes were identified through thematic analysis: [1] Admission Requirement, [2] Teacher’s Role, [3] Current Intervention Program, [4] Objectives and [5] Challenges. The results reveal that their curricula were self-designed through adaptation. This study provides a base to improve the community-based early intervention programmes.

Forced migrant women’s Mental Health in the perinatal period in Germany- A mixed-method study

Abstract Background After forced migration, pregnant women and new mothers face specific challenges in the host country. Little research focuses on the impact these challenges have on forced migrant (FM) women’s mental health (MH). The study’s aim shed light on FM women’s mental wellbeing in the perinatal period. Methods For this mixed-method study 15 individual problem-centered interviews were carried out in Arabic with FM mothers living in Germany within the postnatal period to one year postpartum. The transcripts were analysed using the Framework Analysis. In addition, structured quantitative interviews with 3070 new mothers were conducted on 3 obstetric wards in Berlin over a period of 23 months using an adapted version of the MFMCQ and the PHQ4. FM women (n = 187) were compared with immigrant (n = 1192) and non-immigrant women (n = 1673). A Kruskal-Wallis-Test was performed to compare the three groups. Results In the qualitative interviews mothers stated having depression and varied emotions (e.g. unavoidable sadness, relief). Most FM mothers indicated contextual factors (e.g. bad housing conditions) and structural barriers in perinatal healthcare as negatively impacting their MH. The preliminary quantitative analysis of the interviews conducted in birth clinics directly after birth showed no significant differences in the mean scores of the PHQ-4 within the compared groups (mFMW= 2.83; mimmi=2.61; mnonimmi= 2.5; p=.72). Conclusions While the quantitative study part indicates that PHQ-4 scores are independent of FM experience, the qualitative part shows that FM new mothers face particular burdens in their living conditions that make them vulnerable to MH issues. Inconsistent results could be attributed to the different timing in which the structured questionnaires and qualitative interviews were conducted. Key messages • To promote Mental health of new mothers, we advocate for a diversity oriented, responsive healthcare system. • Effective approaches must be provided to include FM mothers in existing Early Childhood Intervention programs.

Toward deeper understanding and wide-scale implementation of naturalistic developmental behavioral interventions.

Naturalistic Developmental Behavioral Interventions (NDBIs) are a group of early interventions that use a variety of strategies from applied behavioral and developmental sciences. Although Naturalistic Developmental Behavioral Interventions have been demonstrated effective, Naturalistic Developmental Behavioral Interventions are not implemented on a wide scale within early intervention programs for children on the autism spectrum. Potential reasons likely stem from differing theoretical orientations of developmental and behavioral sciences and practitioners' lack training, knowledge, and support for implementing Naturalistic Developmental Behavioral Interventions. In support of efforts to promote wide-scale implementation of Naturalistic Developmental Behavioral Interventions, we (1) clarify their common features, (2) discuss possible misconceptions, and (3) offer reasons why Naturalistic Developmental Behavioral Interventions should be widely implemented. We also provide recommendations to the autism service community, intervention developers, and researchers.