Black or African American
34%
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2012). The effects of a responsive parenting intervention on parent-child interactions during shared book reading. Developmental Psychology, 48(4), 969–986.
Additional Sources:
-
Landry, S. H., Smith, K. E., Swank, P. R., Zucker, T., Crawford, A. D., & Solari, E. F. (2011, November 28). The effects of a responsive parenting intervention on parent–child interactions during shared book reading. Developmental Psychology. Advance online publication.
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 |
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 |
|---|---|---|---|---|---|---|---|
| Behavioral responses | 3 months after program end | High | Not statistically significant, p = 0.88 | 166 mother/child dyads | PALS I*PALS II | ||
| Behavioral responses | 3 months after program end | High | Not statistically significant, p = 0.28 | 166 mother/child dyads | PALS II | ||
| Behavioral responses | 3 months after program end | High | Not statistically significant, p = 0.28 | 166 mother/child dyads | PALS I | ||
| Comments | 3 months after program end | High | Not statistically significant, p = 0.42 | 166 mother/child dyads | PALS I*PALS II | ||
| Comments | 3 months after program end | High | Not statistically significant, p = 0.10 | 166 mother/child dyads | PALS II | ||
| Comments | 3 months after program end | High | Not statistically significant, p = 0.97 | 166 mother/child dyads | PALS I | ||
| Coordination of gestures and verbalizations | 3 months after program end | High | Not statistically significant, p = 0.50 | 166 mother/child dyads | PALS I*PALS II | ||
| Coordination of gestures and verbalizations | 3 months after program end | High | Not statistically significant, p = 0.95 | 166 mother/child dyads | PALS I | ||
| Engagement in activity | 3 months after program end | High | Not statistically significant, p = .63 | 166 mother/child dyads | PALS I*PALS II | ||
| Engagement in activity | 3 months after program end | High | Statistically significant, p = .04 | 166 mother/child dyads | PALS II | ||
| Engagement in activity | 3 months after program end | High | Not statistically significant, p = 0.81 | 166 mother/child dyads | PALS I | ||
| Questions and requests | 3 months after program end | High | Not statistically significant, p = 0.38 | 166 mother/child dyads | PALS I*PALS II | ||
| Questions and requests | 3 months after program end | High | 0.16 | Statistically significant, p = .01 | 166 mother/child dyads | PALS II | |
| Questions and requests | 3 months after program end | High | Not statistically significant, p = 0.26 | 166 mother/child dyads | PALS I | ||
| Verbal responses | 3 months after program end | High | Not statistically significant, p = 0.50 | 166 mother/child dyads | PALS I*PALS II | ||
| Verbal responses | 3 months after program end | High | 0.30 | Not statistically significant, p = 0.06 | 166 mother/child dyads | PALS II | |
| Verbal responses | 3 months after program end | High | Not statistically significant, p = 0.20 | 166 mother/child dyads | PALS I | ||
| Coordination of gestures and verbalizations | 3 months after program end | High | Statistically significant, p < .01 | 166 mother/child dyads | PALS II |
Positive Parenting Practices
| Outcome Measure | Timing of Follow-Up | Rating | Direction of Effect | Effect Size (Absolute Value) | Stastical Significance | Sample Size | Sample Description |
|---|---|---|---|---|---|---|---|
| Comments | 3 months after program end | High | Not statistically significant, p = 0.87 | 166 mother/child dyads | PALS I*PALS II | ||
| Comments | 3 months after program end | High | Not statistically significant, p = 0.98 | 166 mother/child dyads | PALS II | ||
| Comments | 3 months after program end | High | Not statistically significant, p = 0.51 | 166 mother/child dyads | PALS I | ||
| General verbal support | 3 months after program end | High | Not statistically significant, p = 0.89 | 166 mother/child dyads | PALS I*PALS II | ||
| General verbal support | 3 months after program end | High | Not statistically significant, p = 0.96 | 166 mother/child dyads | PALS II | ||
| General verbal support | 3 months after program end | High | Not statistically significant, p = 0.59 | 166 mother/child dyads | PALS I | ||
| Language facilitation | 3 months after program end | High | Statistically significant, p = 0.03 | 166 mother/child dyads | PALS I*PALS II | ||
| Language facilitation | 3 months after program end | High | Not statistically significant, p = 0.13 | 166 mother/child dyads | PALS II | ||
| Language facilitation | 3 months after program end | High | Not statistically significant, p = 0.41 | 166 mother/child dyads | PALS I | ||
| Open prompts | 3 months after program end | High | 0.38 | Statistically significant, p = 0.03 | 166 mother/child dyads | PALS I*PALS II | |
| Open prompts | 3 months after program end | High | Not statistically significant, p = 0.27 | 166 mother/child dyads | PALS II | ||
| Open prompts | 3 months after program end | High | Not statistically significant, p = 0.87 | 166 mother/child dyads | PALS I | ||
| Percent time only reading text | 3 months after program end | High | Not statistically significant, p = 0.26 | 166 mother/child dyads | PALS I*PALS II | ||
| Percent time only reading text | 3 months after program end | High | Not statistically significant, p = 0.07 | 166 mother/child dyads | PALS II | ||
| Percent time only reading text | 3 months after program end | High | Not statistically significant, p = 0.26 | 166 mother/child dyads | PALS I | ||
| Praise and encourage | 3 months after program end | High | Not statistically significant, p > 0.05 | 166 mother/child dyads | PALS I*PALS II | ||
| Praise and encourage | 3 months after program end | High | Not statistically significant, p = 0.46 | 166 mother/child dyads | PALS II | ||
| Praise and encourage | 3 months after program end | High | Not statistically significant, p = 0.51 | 166 mother/child dyads | PALS I | ||
| Responsiveness | 3 months after program end | High | Not statistically significant, p = 0.08 | 166 mother/child dyads | PALS I*PALS II | ||
| Responsiveness | 3 months after program end | High | Not statistically significant, p = 0.22 | 166 mother/child dyads | PALS II | ||
| Responsiveness | 3 months after program end | High | Not statistically significant, p = 0.35 | 166 mother/child dyads | PALS I |
This study included participants from the following locations:
- Texas
Study Participants
The study included mother-infant pairs who had participated in an earlier study by Landry et al. (2006) in which they had been randomly assigned to PALS I (PALS Infant) or a Development Assessment of Skills (DAS) group. For the current study, they were randomly assigned to one of two intervention groups: PALS II (PALS Toddler/Preschooler) or another DAS comparison group, stratified by whether they had initially received PALS I or DAS. Thus, some received PALS I only, some received PALS II only, some received both PALS I and II, and the remaining pairs received DAS home visits only. According to information provided by the first author, initially 169 mother-infant pairs were randomly assigned, 85 to the treatment groups and 84 to the comparison group. After attrition, 166 mother-infant pairs (84 PALS and 82 DAS) remained in the study. Approximately one-third of each group was African American, Hispanic, or Caucasian. Most were poor and unmarried. Mothers were all 18 years old or older at intake into the original study and averaged approximately 30 years old. On average, mothers had 12 or more years of education in both groups. Participants were followed over the course of 11 visits.
Setting
The study was conducted in the Houston-Galveston (Texas) area.
Intervention condition
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 received the same number of home visits from facilitators, which 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)
Funding Sources
Department of Health and Human Services, National Institutes of Health, Grant HD36099.