Manuscript Details

Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Responsive parenting: Establishing early foundations for social, communication, and independent problem-solving skills. Developmental Psychology, 42(4), 627-42.

Peer Reviewed

Additional Sources:

  • Guttentag, C. L., Pedrosa-Josic, C., Landry, S. H., Smith, K. E., & Swank, P. R. (2006). Individual variability in parenting profiles and predictors of change: Effects of an intervention with disadvantaged mothers. Journal of Applied Developmental Psychology, 27, p. 349-369.

  • Smith, K.E., Landry, S.H. & Swank, P.R. (2005). The influence of decreased parental resources on the efficacy of a responsive parenting intervention. Journal of Consulting and Clinical Psychology, 73(4), pp. 711-720.

Model(s): Play and Learning Strategies (PALS)
High rating
This manuscript received a rating of high because it is a randomized-controlled trial with low-attrition.

Study reviewed under: Handbook of Procedures and Standards, Version 1
Child Development and School Readiness
Outcome Measure Timing of Follow-Up Rating Direction of Effect Effect Size (Absolute Value) Stastical Significance Sample Size Sample Description
Negative Affect (With Examiner) 12 months High
0.70 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Social Skills: Cooperation 12 months High
0.39 Not statistically significant, p = 0.08 241 mother/child dyads PALS I vs. DAS
Effect rating key
Favorable finding / Statistically significant
Unfavorable finding / Statistically significant
Ambiguous finding / Statistically significant
No effect / Not statistically significant
Positive Parenting Practices
Outcome Measure Timing of Follow-Up Rating Direction of Effect Effect Size (Absolute Value) Stastical Significance Sample Size Sample Description
Contingent Responsiveness 12 months High
0.93 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Harshness of Voice Tone 12 months High
0.28 Statistically significant, p = 0.02 241 mother/child dyads PALS I vs. DAS
Labeling Actions 12 months High
0.63 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Labeling Objects 12 months High
0.71 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Maintaining Infant Foci of Attention 12 months High
0.36 Not statistically significant, p = 0.08 241 mother/child dyads PALS I vs. DAS
Physical Intrusiveness 12 months High
0.50 Statistically significant, p = 0.01 241 mother/child dyads PALS I vs. DAS
Redirecting Infant Foci of Attention 12 months High
1.31 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Verbal Encouragement 12 months High
0.71 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Verbal Scaffolding 12 months High
0.79 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Warm Sensitivity 12 months High
0.49 Statistically significant, p < 0.01 241 mother/child dyads PALS I vs. DAS
Effect rating key
Favorable finding / Statistically significant
Unfavorable finding / Statistically significant
Ambiguous finding / Statistically significant
No effect / Not statistically significant

Note: Tables do not include findings that HomVEE rated low or indeterminate, or found to be ineligible for review.

This study included participants with the following characteristics at enrollment:

Race/Ethnicity

The race and ethnicity categories may sum to more than 100 percent if Hispanic ethnicity was reported separately or respondents could select two or more race or ethnicity categories.

Black or African American
33%
Hispanic or Latino
29%
White
35%
Unknown
3%

Maternal Education

Data not available

Other Characteristics

Data not available

This study included participants from the following locations:

  • Texas
Study Participants
  • Mother-infant pairs were recruited from hospitals serving families from lower-income backgrounds and assigned to one of two intervention groups: Play and Learning Strategies (PALS) or a Developmental Assessment of Skills (DAS) comparison group.
  • 264 mother-infant pairs were randomly assigned, 131 to the treatment group and 133 to the comparison group.
  • Approximately 35 percent of mothers were White, 33 percent were African American, and 29 percent were Hispanic. Most were low-income and unmarried. Mothers were 18 years old or older at intake, and averaged 27 years old. On average, mothers had 12.6 years of education in both groups. 
Setting

The study was conducted in the Houston-Galveston (Texas) area.

Intervention condition
Play and Learning Strategies (PALS)

Note: Navigate to the model page for more information about the home visiting model. See the source manuscript for more information about how the model was implemented in this study.

Comparison Conditions
  • Comparison group members were offered 10 home visits, the same frequency as the Play and Learning Strategies (PALS) intervention group.
  • Home visits included discussions about new infant skills during the previous week and infant development and assessment. Facilitators provided mothers with answers to and handouts about their questions on infant skill development.
Subgroups examined

• Early term or full-term birth (yes or no)

Author Affiliation

Susan Landry, a study author, is a developer of this model.

Funding Sources

This study was funded by grant from the Department of Health and Human Services, National Institutes of Health (Grant HD36099).

Study design characteristics contributing to rating
Design Attrition Baseline equivalence Confounding factors? Valid, reliable measures?
Randomized controlled trial Low

Established on race and socioeconomic status

None

 Not assessed in manuscripts reviewed under Handbook of Procedures and Standards, Version 1
Notes from the review of this manuscript

Guttentag et al. (2006) and Smith et al. (2006) are additional sources for the review of this manuscript. Although the two manuscripts do not include outcomes that are eligible for the HomVEE review, this review used information about the analytical sample size and composition in these two sources.