Positive Parent-child Interactions Research Articles

Pathways from parent mental health to child outcomes in Liberia: Testing cross-sectional and longitudinal serial mediation models

Children in humanitarian settings face complex adversities that impact development. The interplay of caregiver mental health, couples' relationship quality, and parenting practices can both protect against adversity and contribute to it. The purpose of the study was to examine whether caregiver depressive symptoms are associated with increased couples' distress, in turn predicting fewer positive parent-child interactions and then worse child emotional and behavioral outcomes. This study took place in four urban settlements in Monrovia, Liberia. Participants (N ​= 569) included parents or caregivers of children three- or four-years-old. Using structural equation modeling, the serial mediation pathway from depressive symptoms to child outcomes through couples' distress and reduced positive parent-child interactions was tested cross-sectionally and longitudinally across three time points. In the cross-sectional model, two statistically significant, but very small, indirect effects were found: 1) a serial mediation from parent depressive symptoms to child problems through increased couples' distress and reduced positive parent-child interactions and 2) a specific mediation effect through couples’ distress. The longitudinal model yielded null direct and indirect effects. These mixed results suggest that, while these processes may be related, the specific pathways linking these family indicators are not well understood, especially over time and in humanitarian settings.

Systematic review of the effectiveness of psychological interventions on parent-child interaction improving in children with ADHD

Introduction: Positive parent-child interactions prevent psychological, developmental, emotional and social harm in children. Aim: The aim of this study was to investigate the effectiveness of psychological interventions on parent-child interactions in children with attention deficit hyperactivity disorder. Method: The research method was a systematic review and the statistical population included all national research using the keywords of parent-child interactions, parenting, attention deficit-hyperactivity in databases of, Society of Humanities portal, Jihad University Scientific Information Center, Noor Specialized Journals, Iran Institute of Information Science and Technology and, database of publications of the country. Amongst them, 334 studies were selected using the purposive sampling method, whereas, 11 studies were methodologically acceptable in this study. All of studies were analyzed according to the instructions of PRISMA. Results: The results showed that most of the researches are related to the years 2019-2020. Tehran and Isfahan have the most researches, hence, in recent years, the attention of researchers to the subject of various interventions in the field of parent-child interactions has increased. Moreover, neurofeedback-related interventions (40 sessions) and multidimensional parenting (16 sessions) had the largest shares in terms of intervention sessions. Conclusion: The results indicate the importance of various educational interventions aimed at improving parent-child interactions and their effectiveness in reducing mental stress, behavioral problems and attention problems in children with attention deficit-hyperactivity disorder. Therefore, behavioral education programs with parental participation and the use of multidimensional and integrated interventions are the most effective therapies which can be placed at the top of the planning of researchers and therapists in this field.

School Bullying Victimization and Associated Factors Among School-Aged Adolescents in China.

There has been a significant amount of research on correlates of bullying victimization, but most prior studies are descriptive and do not distinguish between different types of bullying. The current study used a case-control study design to explore factors related to different types of bullying victimization, including physical, relational, verbal, sexual, property, and poly-bullying victimization. This study was conducted in a southern city in China, including 3054 cases who self-reported being victims of school bullying and 3054 controls who reported not being involved in any school bullying in the past 12months. Each victim case was matched with a control on gender, school, and grade level. Univariate logistic analyses and multivariate conditional logistic regression analyses were used to identify factors associated with being a victim of school bullying. Results suggest physical bullying victimization was only associated with a family-level characteristic (parenting style) while the other four types of bullying victimization (relational, verbal, sexual, and property bullying) and poly-bullying victimization were associated with multiple social domain variables at individual, family, and school levels. Findings from this study provide evidence of factors for different types of bullying victimization and have implications for potential measures to prevent bullying. Measures from multiple social domains, including individual, family and school (e.g., developing healthy behaviors, improving social skills, positive parent-child interactions, building trust between teachers and peers, and forming strong friendships), should be considered in order to effectively prevent adolescent victimization from bullying.

Parent-child interactions in early life mediating association between prenatal maternal stress and autistic-like behaviors among preschoolers

ABSTRACT A range of studies have shown that prenatal maternal stress (PNMS) exposure is associated with offspring autistic-like behaviors, however the potential pathways remain unexplored. This study aimed to evaluate the mediating role of parent-child interactions in early life in the association between PNMS exposure and preschoolers’ autistic-like behaviors. Data from 65,928 child-parent dyads were obtained via a primary caregiver-reported questionnaire administered as part of the Longhua Child Cohort Study. To strengthen confidence in the reliability of the results, the analyses were initially conducted on a random selection of 70% of the total sample, and then validated on the remaining 30% of the sample. Analysis of covariance and multiple linear models were employed to estimate the associations between PNMS exposure, parent-child interactions in early life, and children’s autistic-like behaviors. The results showed that PNMS exposure was positively associated with the presence of autistic-like behaviors at preschool age. The total indirect effect of the frequency of positive parent-child interactions in early life accounted for 9.69% or 8.99% of the variance of the association. Our findings indicate that parent-child interactions in early life might function as potential mediators of the association between PNMS and the increased risk of offspring autistic-like behaviors.

Conceptualizations of Effective Parenting: Perspectives of Religious Counselors in Ghana

Limited research on effective parenting and optimal child outcomes within an African, specifically Ghanaian context exists. This study examined conceptions of effective parenting from the perspective of religious counselors who are often sought by parents for parenting advice. Two research questions were addressed: (1) how do religious counselors conceptualize effective parenting; and (2) to what extent do their conceptualizations reflect current literature and research on effective parenting? Ninety-two religious counselors, 19 Muslims and 73 Christians, were recruited from four urban areas in Ghana. Participants were asked about effective parenting during individual interviews. The findings revealed three major themes and several sub-themes. The three themes were socialization and structure, positive parent-child interaction, and autonomy support. Themes about what constitute effective parenting were both consistent and inconsistent with traditional views of parenting within a Ghanaian cultural context. Findings revealed some contemporary changes of parenting in Ghana with implications for effective parenting.

Rest and Readiness

Rest and Readiness

Screen use and internet addiction among parents of young children: A nationwide Canadian cross-sectional survey.

ObjectivesTo establish the factorial structure and internal consistency of the Internet Addiction Test (IAT) in parents, the level and correlates of problematic internet use, and patterns and types of screen use.Study designData were collected through an online questionnaire about preconception health among Canadian women and men with ≥1 child. The questionnaire included the IAT and questions about time spent on screens by device type, use of screens during meals and in the bedroom, and perceptions of overuse. Factor analysis was completed to determine the factorial structure of the IAT, with multivariable linear regression used to determine correlates of the IAT.ResultsThe sample included 1,156 respondents (mean age: 34.3 years; 83.1% female). The IAT had two factors: “impairment in time management” and “impairment in socio-emotional functioning” of which respondents had more impairment in time management than socio-emotional functioning. Based on the original IAT, 19.4% of respondents would be classified as having a mild internet use problem with 3.0% having a moderate or severe issue. In the multivariable model, perceived stress (b = .28, SE = .05, p < .001) and depressive symptoms (b = .24, SE = .10, p = .017) were associated with higher IAT scores. Handheld mobile devices were the most common type of screen used (mean = 3 hours/day) followed by watching television (mean = 2 hours/day).ConclusionParents spent a significant portion of their time each day using screens, particularly handheld mobile devices. The disruption caused by mobile devices may hinder opportunities for positive parent-child interactions, demonstrating the need for resources to support parents ever-growing use of technologies.

Comparison of the Effectiveness of Cerebral Exercise and Play therapy Therapy on Empathy and Parent Relations in Students of Learning Disorders in Tehran

Background and Aim: Learning disorder in children is a neuro-developmental disorder that affects the effective processing of verbal or non-verbal information. The present study was conducted with the aim of comparing the effectiveness of brain exercise exercises and filial play therapy on empathy and parent-child relationships in students with learning disabilities in Tehran. Methods: It was quasi-experimental research with a pre-test, post-test design with a control group. The research community includes all students with specific learning disabilities in the elementary school of Tehran. Regular multi-stage random sampling method was selected and randomly divided into three groups (two experimental groups and one control group). In all three groups, children's cognitive and emotional empathy scale questionnaires: parent rating form (Dodds et al., 2008) and Pianta overall positive parent-child interaction questionnaire, brain exercise therapeutic exercises (8 sessions) and the second experimental group, Filial play therapy (10 sessions) and no intervention was done for the control group. Statistical analysis was performed using multivariate, univariate analysis of covariance and Bonferroni’s post hoc test and SPSS23 software. Results: The findings of the research have shown that brain exercise exercises and filial play therapy on emotion management skills (F=4.880 and P&lt;0.01), social competence (F=200.64 and P&lt;0.01), empathy (F=231.23 and P&lt;0.01) and parent-child relationships (F=29.97 and P&lt;0.01) were effective. Also, there is no significant difference between the group of brain exercise exercises and the filial play therapy group on the improvement of empathy and parent-child relationships. Conclusion: It can be concluded that these two types of educational techniques can be used to help and educate children with learning disabilities.

Investigating and Discovering the Affecting Factors in Positive Parent-Child Interactions: A Qualitative Study

Investigating and Discovering the Affecting Factors in Positive Parent-Child Interactions: A Qualitative Study

Early childhood relational contexts contribute to executive function in first grade

This longitudinal study explored the contributions of early relational contexts to the development of children's executive function in first grade. Three proximal relational contexts in early childhood were examined, including parent-child, teacher-child, and peer interactions. At 36 months, children (N = 1364) were observed to interact with their parents, teachers, and peers. Executive function was assessed in first grade with tasks and standardized tests. Results showed that positive early parent-child and teacher-child interactions, but not peer interaction, were independently associated with children's subsequent executive function in first grade. Moreover, the associations between early relational contexts and later executive function were comparable for boys and girls. Findings thus highlighted the unique contributions of early childhood proximal relational contexts to understanding the development of EF over time.

Impacts of the COVID-19 Pandemic on Family Mental Health in Canada: Findings from a Multi-Round Cross-Sectional Study.

Pandemic-related disruptions, including school, child care, and workplace closures, financial stressors, and relationship challenges, present unique risks to families’ mental health. We examined the mental health impacts of the coronavirus disease 2019 (COVID-19) pandemic among parents with children <18 years old living at home over three study rounds in May 2020 (n = 618), September 2020 (n = 804), and January 2021 (n = 602). Data were collected using a cross-sectional online survey of adults living in Canada, nationally representative by age, gender, household income, and region. Chi-square tests and logistic regression compared outcomes between parents and the rest of the sample, among parent subgroups, and over time. Parents reported worsened mental health compared with before the pandemic, as well as not coping well, increased alcohol use, increased suicidal thoughts/feelings, worsened mental health among their children, and increases in both negative and positive parent–child interactions. Mental health challenges were more frequently reported among parents with pre-existing mental health conditions, disabilities, and financial/relationship stressors. Increased alcohol use was more frequently reported among younger parents and men. Sustained mental health challenges of parents throughout nearly a year of the pandemic suggest that intervention efforts to support family mental health may not be adequately meeting families’ needs. Addressing family stressors through financial benefit programs and virtual mental health supports should be further explored.

Parents' Perceptions of Children's Behavioral Difficulties and the Parent-Child Interaction During the COVID-19 Lockdown.

The study examined parents' perceptions of their children's behavioral difficulties (CBD) and positive parent-child interaction (PCI) during the first COVID-19 lockdown in Israel, as well as the associations among parents' psychological distress, parents' COVID-19-related worries, parents' coping, and parents' resilience. Participants were 437 parents of minor children. Parents reported more behavioral and emotional difficulties alongside with more quality time with their children. Parents' distress and COVID-19-related worries were positively related to CBD. Emotion-focused coping mediated the association between psychological distress and CBD, while resilience mediated the association between distress and PCI. The study results indicated that parents perceived their children as having greater difficulties, but they also perceived more positive parent-child interactions, during the lockdown. Parents' distress appears to have been a significant variable in perceived child's difficulties during the lockdown.

Effect of Play2Sleep on mother-reported and father-reported infant sleep: a sequential explanatory mixed-methods study of a randomized controlled trial.

This study evaluated the effect on infant sleep of a novel intervention (Play2Sleep) that combined infant sleep information with self-modeled video feedback on parent-infant interactions. An explanatory sequential mixed-methods design consisting of a randomized controlled trial with 63 mother-father-infant triads randomized to Play2Sleep or comparison home visit interventions was used. We used repeated measures analysis of covariance to detect changes in infant night wakings, nocturnal wakefulness, and sleep durations and Wilcoxon signed rank test to evaluate changes in perception of infant sleep problems. Family interviews (n = 20) were used to explain the quantitative findings and analyzed qualitatively using thematic analysis. Play2Sleep was effective in reducing maternal-reported infant wakefulness, F(1,55) = 5.33, P = .03, partial η2 = .09, and the number of paternal-reported naps, F(1,58) = 4.90, P = .03, partial η2 = .08. Parents in the Play2Sleep group reported significant improvements in problematic infant sleep that were not observed in the comparison group; however, Play2Sleep was not effective in reducing the number of parent-reported night wakings. Information overwhelm, learning infant cues, and working together with a subtheme of father involvement were key qualitative themes developed to explain the quantitative results. Unplanned exploratory analyses revealed a significant improvement in maternal depression symptoms in the Play2Sleep group. This study suggests Play2Sleep could improve infant sleep by promoting parental awareness of infant cues and father involvement and improving maternal depression. Additional research is needed to determine the optimal number and timing of sessions. Registry: ClinicalTrials.gov; Name: Play2Sleep: Using Play to Improve Sleep; URL: https://clinicaltrials.gov/ct2/show/NCT02742155; Identifier: NCT02742155. Keys EM, Benzies KM, Kirk VG, Duffett-Leger L. Effect of Play2Sleep on mother-reported and father-reported infant sleep: a sequential explanatory mixed-methods study of a randomized controlled trial. J Clin Sleep Med. 2022;18(2):439-452.

O19 A Mindful Parenting Intervention for Obesity Prevention in Early Childhood

BackgroundLimited evidence exists on how the quality of maternal-child interactions influences preschoolers’ eating and physical activity (PA) behaviors and environments and, ultimately, growth. A 6-week, mindful parenting intervention was developed to facilitate positive parent-child interactions during mealtimes and PA. The intervention targeted families with limited resources and was implemented with 33 mothers (35% Hispanic) of preschoolers living in rural, northeast Colorado.ObjectiveTo qualitatively describe parents’ experiences with a mindful parenting intervention, perceived changes to parent-child interactions during mealtimes and PA opportunities, and the feasibility of the intervention.Study Design, Setting, ParticipantsThirty program participants were invited to participate in post-intervention focus groups (n = 4 groups; n = 18 participants) and individual interviews (n = 26) in the Spring of 2020.Measurable Outcome/AnalysisRecordings were transcribed verbatim and uploaded into NVivo v12. Group coding was used to train coders and establish coder consensus. Three trained coders independently analyzed transcripts utilizing a directed content analysis approach to understand how mindful parenting concepts were utilized by caregivers to facilitate positive parent-child interactions.ResultsParents described utilizing key aspects of mindful parenting within the mealtime and PA contexts. They found program content “easy to understand” and implement in their daily routines. Parental focus and presence, and non-judgmental acceptance of child emerged as key themes. For example, parents described employing skills such as asking questions and listening intently to understand their preschooler's point of view. These strategies subsequently resulted in less stressful interactions with their preschooler.ConclusionA mindful parenting approach to promote quality parent-child interactions during mealtimes and PA was feasible and well accepted. Strategies related to mindful parenting were reported to positively influence how parents engaged with and communicated with their preschooler. Parents reported developing a greater understanding of their preschooler and feeling less stressed about mealtime and PA interactions. Limited evidence exists on how the quality of maternal-child interactions influences preschoolers’ eating and physical activity (PA) behaviors and environments and, ultimately, growth. A 6-week, mindful parenting intervention was developed to facilitate positive parent-child interactions during mealtimes and PA. The intervention targeted families with limited resources and was implemented with 33 mothers (35% Hispanic) of preschoolers living in rural, northeast Colorado. To qualitatively describe parents’ experiences with a mindful parenting intervention, perceived changes to parent-child interactions during mealtimes and PA opportunities, and the feasibility of the intervention. Thirty program participants were invited to participate in post-intervention focus groups (n = 4 groups; n = 18 participants) and individual interviews (n = 26) in the Spring of 2020. Recordings were transcribed verbatim and uploaded into NVivo v12. Group coding was used to train coders and establish coder consensus. Three trained coders independently analyzed transcripts utilizing a directed content analysis approach to understand how mindful parenting concepts were utilized by caregivers to facilitate positive parent-child interactions. Parents described utilizing key aspects of mindful parenting within the mealtime and PA contexts. They found program content “easy to understand” and implement in their daily routines. Parental focus and presence, and non-judgmental acceptance of child emerged as key themes. For example, parents described employing skills such as asking questions and listening intently to understand their preschooler's point of view. These strategies subsequently resulted in less stressful interactions with their preschooler. A mindful parenting approach to promote quality parent-child interactions during mealtimes and PA was feasible and well accepted. Strategies related to mindful parenting were reported to positively influence how parents engaged with and communicated with their preschooler. Parents reported developing a greater understanding of their preschooler and feeling less stressed about mealtime and PA interactions.

153 Early Positive Parent-Child Interactions and Enriched Home Environment are Associated with Better Infant Sleep

Abstract Introduction Infant sleep is influenced by biopsychosocial interactions. However, the influence of an interactive home environment is underexplored. The aim was to examine whether early positive parent-child interactions and an enriched home environment were associated with better infant sleep later. Methods Pregnant, obese, and low-income Latina women were recruited for a RCT delivering a 12-month intervention for infants to prevent overweight (n=129). At 1, 6, and 12 months, mothers reported breastfeeding duration, completed the Brief Infant Sleep Questionnaire-Revised (BISQ-R, range: 0-100), and underwent the Home Observation for Measurement of the Environment (HOME, range: 0-45) Inventory including subscales of Responsivity, Acceptance, Organization, Learning Materials, Involvement, and Variety. Pearson correlations between HOME and BISQ-R at each visit were conducted. Significant associations (α&amp;lt;0.05) were entered into stepwise multivariable linear regressions adjusting for infant sex, mother’s education, breastfeeding, and 1-month BISQ-R to determine which HOME subscales were associated with 6- and 12-month total BISQ-R if the total HOME was significant. Results The mean 1-, 6- and 12-month BISQ-R were 84(SD=6.1), 76.4(SD=8.3), and 78.5(SD=8.0), respectively. The 1-month HOME total score (M=21.8[SD=4.4]) significantly correlated with the 6- and 12-month BISQ-R. The regression of 1-month HOME with 6-month BISQ-R indicated greater BISQ-R scores were associated with shorter breastfeeding (β=-0.3, p=0.001), greater HOME total scores (β=0.2, p=0.037), and 1-month BISQ-R scores(β=0.2, p=0.038), which explained 13.1% of the variance (F[3,106]=6.5, p&amp;lt;0.001). The regression of 1-month HOME subscales with 6-month BISQ-R indicated greater BISQ-R scores were associated with shorter breastfeeding (β=-0.31, p=0.001), greater Responsivity scores (β=0.21, p=0.022), and 1-month BISQ-R scores (β=0.2, p=0.027), which explained 13.9% of the variance (F[3,106]=6.86, p&amp;lt;0.001). The regression of 1-month HOME with 12-month BISQ-R indicated greater BISQ-R scores were associated with shorter breastfeeding (β=-0.24, p=0.013) and greater HOME total scores (β=0.24, p=0.016), which explained 7.9% of the variance (F[2,100]=5.4, p=0.006). The regression of 1-month HOME subscales with 12-month BISQ-R indicated greater BISQ-R scores were associated with greater Variety scores (β=0.29, p=0.003), shorter breastfeeding (β=-0.24, p=0.011), and 1-month BISQ-R scores(β=0.18, p=0.049), which explained 13.5% of the variance (F[3,99]=6.29, p=0.001). Conclusion Better infant sleep was associated with an early interactive home environment, especially parent’s responsiveness and people/events providing organized variety. Support (if any):

Supporting Positive Parenting and Promoting Healthy Living through Family Cooking Classes.

Background: The family is an important setting in the promotion of child health. The parent–child relationship affects the social and health development of children, and children’s healthy behaviors are associated with positive parenting strategies. The parent–child relationship is bi-directional and the connection between parenting and child health is complex. However, few parenting interventions work with parents and children together, and more knowledge is needed on how to develop and implement interventions promoting healthy parent–child relationships. Focusing on a family cooking class program, this study addresses how community initiatives engaging parents and children together can contribute to integrating parenting support with local health promotion. Methods: Participant-driven photo-elicited interviews (nine families), focus group evaluations (nine parents/14 children) and observations during cooking classes (10 classes) were applied to analyze the tools and mechanisms that can support positive parenting. Results: The study found that visual, practical and sensory learning techniques, applied in a context-sensitive learning environment that ensured guidance, safety and a friendly social atmosphere, contributed to positive parent–child interaction and bonding. Conclusion: The cooking program facilitated parenting practices that support child involvement and autonomy. Thus, the program constituted an effective intervention to strengthen parent–child relationships and positive parenting.

Parents’ Dispositional Mindfulness, Child Conflict Discussion, and Childhood Internalizing Difficulties: A Preliminary Study

Parental mindfulness predicts more positive and supportive parent-child interactions. However, very few studies have tested this association using independent observations of interactions or considered a link with child outcomes. The aims of the current study were to understand (1) how parental mindfulness relates to independent observation of parent-child conflict resolution discussions and (2) how parental mindfulness and conflict resolution relate to children’s symptoms of anxiety and depression. Fifty-seven parents and their 8–12-year-old children were recruited from both clinical and community settings. Dyads engaged in a conflict discussion task from which content and resolution quality were coded. Parents self-reported on their dispositional mindfulness, and children self-reported symptoms of anxiety and depression. Parents who rated themselves as higher in the acting with awareness facet of dispositional mindfulness were more likely to refer to their child’s positive emotions, make more positive (e.g. “you were great”) and less negative (e.g., “it was awful”) evaluations, and made fewer oppositional statements when resolving conflict. Parents who rated themselves as higher in the non-judging facet of mindfulness used more validation during conflict discussions. Mediation bootstrapping models showed support for an indirect path of acting with awareness and observing mindfulness relating to children’s symptoms of anxiety and depression, through positive evaluations. There was also support for an indirect path of observing and describing mindfulness relating to internalizing symptoms through reduced use of oppositional strategies. Parent dispositional mindfulness was associated with more positive and supportive conflict resolution discussions. The current findings also provide preliminary support for conflict resolution mediating a relationship between parent dispositional mindfulness and child symptoms of anxiety and depression.

A Corpus-Driven Study of the Multimodal Representational Characteristics of Chinese Children’s Denial

As multimodal communication develops by leaps and bounds, children’s multimodal act has increasingly attracted attention, which makes understanding systematically multimodal act of children become essential. This quantitative study analyzes the multimodal characteristics of Chinese children’s acts of denial through observing 110 cases of multimodal denial acts of a Mandarin-speaking boy as a case study from the perspective of Multimodal Discourse Analysis. As is shown, compared with verbal denial and non-verbal denial, multimodal denial employed by the target boy occupies the largest proportion of 74.5%, and the most common inter-semiotic relationship is equivalence, accounting for 66%, rather than complementary or supplementary interaction. What’s more, the frequencies of the target boy’s denial toward the three groups of interlocutors, that is, <i>the elders</i>, <i>the peers</i> and <i>the non-relatives</i>, are different, and denial against <i>the elders</i> as the most common includes 61 cases making up 55.4%, among which the frequency of denial toward the mother takes the first position. By figuring out the characteristics of multimodal denial of the target boy and drawing corresponding implications, this paper endeavors to provide some instructive suggestions to parenting. In daily communication with children, parents need to pay enough attention to children’s multimodal acts and react accordingly and properly with both verbal and non-verbal sources so as to create an efficient communication, which are conducive to some positive parent-child education and interaction.

Promoting Global Early Child Development Through Play: Two Sustainable, Effective Models.

* Abbreviations: GS — : group sessions HV — : home visiting NE — : nutritional education Investment in early childhood development has been recognized as an effective strategy to improve long-term educational, health, and economic outcomes in children across the world.1,2 As such, research supporting the design of evidence-based sustainable early childhood development programs and public policies is critical. In this issue of Pediatrics , Grantham-McGregor et al3 report on a cluster randomized control trial in which the effectiveness of an early childhood development intervention in Odisha, India, was examined. Following a protocol previously adapted from the Reach Up and Learn program,4 the study authors aimed to compare 2 models for delivering the intervention: mother-child group sessions (GS) and home visiting (HV). In the intervention, researchers sought to support positive parent-child interactions through play. In addition, because of the high prevalence of poor nutrition in this community,4 nutritional education (NE) focused on the child’s diet, and family hygiene practices were also included within the study arms. In this study, 192 villages in Odisha were randomly assigned to 1 of 4 groups: (1) control (not receiving any intervention), (2) NE (40-minute individual home visits), (3) NE + HV (60-minute individual home visits), and (4) NE + GS (90-minute mother-child GS). For 24 months, trained facilitators from the community conducted weekly … Address correspondence to Luciane da Rosa Piccolo, PhD, Division of Developmental-Behavioral Pediatrics, Department of Pediatrics, NYU Grossman School of Medicine, 550 First Ave, New York, NY 10016. E-mail: luciane.darosapiccolo{at}nyulangone.org

Home visiting: A lifeline for families during the COVID-19 pandemic

Home visiting: A lifeline for families during the COVID-19 pandemic