Family Research, Healthy
Conditions
Keywords
Parenting Practices, Parent-Child Relationships, Child Development
Brief summary
Public health disasters have disproportionate impacts on low income communities, through pathways that add to those of poverty and associated stressors, and act over extended periods. Very young children are highly vulnerable to long-term impacts on development and mental health in the context of parenting challenges following disasters, yet frequently receive the least attention and resources. This study will test the role of universal parenting support in enhancing young children's development and mental health in Flint, Michigan following the Flint Water Crisis.
Detailed description
There are three specific aims of this study: Specific Aim 1: Characterize participants' experience of the FWC using ecological (neighborhood-level), geocoded STYH data, ecological indicators of water quality and parent self-report measures. These metrics will be obtained from Speak to Your Health (STYH) survey, a biennial community survey including neighborhood-level measures of stress collected before, during and after the FWC. Specific Aim 2: Assess impacts of strengths-based parenting support (VIP) after a disaster compounding chronic poverty (FWC). Specific Aim 3: Assess variation in VIP impacts in relation to FWC experience.
Interventions
BEHAVIORALVideo Interaction Project
VIP is a strengths-based, family-centered intervention that uses pediatric well-child visits to enhance parenting practices/relationships and child development by promoting positive parenting practices such as pretend play, shared reading, and daily routines.
Sponsors
Eunice Kennedy Shriver National Institute of Child Health and Human Development (NICHD)
Michigan State University
University of Michigan
Northwestern University
NYU Langone Health
Study design
Allocation
RANDOMIZED
Intervention model
PARALLEL
Primary purpose
PREVENTION
Masking
SINGLE (Outcomes Assessor)
Intervention model description
Approximately 600 potential infant/parent dyads screened for inclusion and exclusion criteria.
Eligibility
Sex/Gender
ALL
Healthy volunteers
Yes
Inclusion criteria
* Infant is receiving pediatric care at Hurley Children's Clinic * Caregiver can be contacted (has a working phone) * Infant is three months old or younger at time of enrollment
Exclusion criteria
* Infant very low birth weight (\<1500gm) * Infant born in non-singleton birth (twin, triplet, etc.) * Infant has known or suspected significant genetic syndrome or malformation * Infant has other significant medical or developmental complication or risk (e.g., known neurodevelopmental/neuromuscular disorder likely to affect development) * Parent/legal guardian not present with infant at visit and/or unable to provide consent * Parent/legal guardian is not English speaking * Parent/legal guardian with known significant impairment that will be barrier to communication and participation (e.g., intellectual disability, schizophrenia) * Parent/legal guardian has previously participated in VIP intervention with another child * Not planning to stay in Flint area for at least 3 years
Design outcomes
Primary
| Measure | Time frame | Description |
|---|---|---|
| Parenting compensatory factors (Assets/vulnerabilities): Parenting Stress | 6 months to 4 years | Parenting stress measured by Parent Survey (PS) with the Parenting Stress Index (PSI; α= .82) short form parental distress subscale, range 12-60, higher scores worse. |
| Positive Parenting Activities | 6 months to 4 Years | Positive parenting practices measured by parent survey (PS) with the StimQ2's core subscales: Reading (READ), Teaching (Parental Involvement in Developmental Advance), and Responsivity (Parental Verbal Responsivity) Subscales. The StimQ2 is a structured interview. The three subscales are summed to obtain a total score. Total scores can range from 0 to 42 (infant)/46 (toddler)/60 (preschool). Higher score better. |
| Parent-child Interaction and relationship | 6 months to 4 Years | Laboratory observation of semi-structured interactions with real time Parenting Interactions with Children: Checklist of Observations Linked to Outcome (PICCOLO), and Adult-Child Interactive Reading Inventory (ACIRI) coding. |
| Child Expressive and Receptive Language Development | 6 months to 4 Years | Measured through direct assessment of child using the Mullen Scales of Early Learning. The Mullen provides standardized scores (M=50, SD=10). Higher scores better. |
| Child Social-Emotional Development | 18 months to 4 years | Measured by parent survey (PS) using the Infant-Toddler Social Emotional Assessment (ITSEA). ITSEA is a structured interview that measures 4 domains. Items have a 3-point response scale. Subscales are scored by taking the average of items, and subscales are then added to create an overall score. Scores are standardized on a T-distribution (M=50, SD=10). Higher scores worse, except for Competence domain. |
Secondary
| Measure | Time frame | Description |
|---|---|---|
| Parent-child interactions and relationship | 6 months to 4 years | Laboratory observation of semi-structured interactions with subsequent global coding using the Caregiver-Child Affect, Responsivity, and Engagement Scale (C-CARES) and the Parent Child early Relational Assessment (PCERA) |
| Naturalistic assessment of parent-child interaction | 6 months to 4 years | LENA Home (adult words, conversational turns) |
| Parent Self-Efficacy Measured by the Parent Reading Beliefs Inventory (PRBI) | birth to 4 years | Self-efficacy measured by parent survey (PS) using the Parent Reading Beliefs Inventory (PRBI), Teaching Efficacy subscale (α=.73). PRBI is a structured interview. Items are rated on a 1 to 4 Likert scale. Scores for Teaching Efficacy range from 9 to 36. Higher scores are better. |
| Child naturalistic language/narrative development | 18 months to 4 years | Laboratory observation of naturalistic assessment of child language/narrative |
| Child self-regulation | 18 months to 4 years | Direct observation using subset of executive function (EF) battery for 3-year olds from S.M. Carlson - Dimensional Card Sort (3 incompatible test trials, scored 0/1), Fruit Stroop (mismatched fruit; 3 trials, scored 0-2), and Bear/Dragon: Go/No Go (10 trials, scored 0/1). Laboratory observation of child regulation during assessment using the Preschool Self-Regulation Assessment (PSRA). |
| Negative Parenting Practices | 6 months to 4 years | Socolar Discipline Survey (α= .56-.82) will be used to assess harsh discipline punishment. Answers range from 1 (never) to 6 (always), where a higher score indicates great frequency of harsh discipline. A total score is calculated from the sum of all items. |
| Parent Self-Efficacy Measured by the Parenting Self Agency Measure (PSAM) | birth to 4 years | Parenting self-agency measured by PS using the Parenting Self-Agency Measure (PSAM). PSAM is a 5-item questionnaire, with items rated from 1 to 5. Scores range from 5 to 25. Higher scores are better |
| Parent Self-Efficacy Measured by Resiliency (RSA) | birth to 4 years | Resiliency measured using the Resiliency Scale for Adults (RSA), Personal Strength and Social Resources subscales. RSA items are scored on a 1 to 5 Likert scale. Subscale scores are averaged across items. Higher scores are better. |
| Parenting compensatory factors: Planning and Organization | 6 months to 4 years | Feeding, sleeping, media routines and screen time measured by parent survey (PS) using an internal survey (PI Mendelsohn; kappa 0.91). |
| Parenting compensatory factors: Parenting Interaction Skills and Resources | 6 months to 4 years | Play coded video for VIP-promoted skills measured using VIP observation checklist |
Countries
United States
Outcome results
None listed