A new article published in Developmental Psychology examined the efficacy of a parenting intervention called My Baby & Me. The intervention runs from the third trimester of pregnancy until children are 2½, and focuses on changing specific aspects of mothers’ responsive behaviours with their children. It is delivered through 55 personal coaching sessions, 22 of which are based on the Play and Learning Strategies (PALS) curriculum.
A total of 361 high-risk mothers (with low income and educational achievement) from four states were enrolled in the study. Half were randomly assigned to the full 55 session high-intensity (HI) coaching programme (in the mother’s home or a place of her choice), and half to a low-intensity (LI) condition that included monthly phone calls from a coach, printed information, and community resource referrals. Videotaped observations of mother–child play were coded at five time points for a variety of maternal and child behaviours and skills.
The study found that, compared to mothers in the LI group, mothers in the HI group showed higher levels of contingent responsiveness, higher-quality verbal stimulation, and more verbal scaffolding by 30 months, with higher levels of warmth and greater decreases in physical intrusiveness and negativity when their children were 24 months. By 30 months, children in the HI group showed more rapid increases and higher levels of engagement with the environment, expressive language skills, and social engagement, as well as more complex toy play and fewer behaviour problems than those in the LI group.
The authors conclude that the positive outcomes for the programme can be explained by a strong theoretical framework, a consistent focus on maternal responsiveness, high dosage, and trusting relationships with coaches beginning before the child was born. However, they also note that it can be very challenging to keep participants engaged in such a lengthy intervention.
Source: “My Baby & Me”: Effects of an Early, Comprehensive Parenting Intervention on At-risk Mothers and Their Children (2014), Developmental Psychology, 50(5).