Effects of Family Support Intervention: A Ten-Year Follow-Up

Seitz, Victoria; Rosenbaum, Laurie K.; Apfel, Nancy H.

doi:10.2307/1129727

Cited by 227 publications

(63 citation statements)

References 32 publications

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“…The family support intervention evaluated by Seitz et al (1985) provided a wide range of services to parents and their children. These services included social work, pediatric care, daycare, and psychological services.…”

Section: Description Of Programme Typesmentioning

confidence: 99%

The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention

Blok¹,

Fukkink²,

Gebhardt³

et al. 2005

International Journal of Behavioral Development

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Although it is generally believed that early intervention programmes are an effective means to stimulate children's cognitive development, many questions remain concerning programme design and delivery. This article reviews 19 studies into the effectiveness of early intervention programmes published from 1985 onward. The database comprised 85 different outcomes or effect sizes (71 in the cognitive domain, 14 in the socioemotional domain). The overall effect size estimate was d ¼ 0.32 (SE ¼ 0.05) in the cognitive domain, and d ¼ 0.05 (SE ¼ 0.02) in the socioemotional domain. Effect sizes were found to depend on delivery mode. Centre-based interventions and interventions following the combined home-and centre-based delivery mode produced greater effect sizes than did home-based programmes in the cognitive domain, but not in the socioemotional domain. The programme inclusion of coaching of parenting skills was also positively related to outcomes in the cognitive domain. Several other programme characteristics, including age of onset, programme length and intensity, continuation after kindergarten, and the inclusion of social or economic support, appeared not to be uniquely related to outcomes.

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Section: Description Of Programme Typesmentioning

confidence: 99%

The relevance of delivery mode and other programme characteristics for the effectiveness of early childhood intervention

Blok¹,

Fukkink²,

Gebhardt³

et al. 2005

International Journal of Behavioral Development

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“…The programmed instruction consisted of a stepwise curriculum in four studies, exposing the parents in various ways to the Brazelton infant testing in six studies, and in one case job training. In only one of the studies was there a structured program for intervention with the children (Scarr-Salapatek & William, 1973), although day care was included in two successful programs (Garber & Heber, 1981;Seitz, Rosenbaum, & Apfel, 1985). Finally, one descriptor relates to the comprehensiveness (Greenspan and White, 1984) of the program.…”

Section: Parent Experiences a Premature Infant (Seementioning

confidence: 99%

“…The control group spent no time with the examiners. (1983); Seitz et al (1985); Trickett, Apfel, Rosenbaum, & Zigler (1982) Mostly single, inner-city poverty-level mothers with full-term infants…”

mentioning

confidence: 99%

“…An ongoing relationship with a home visitor, pediatric care, high quality day care, and developmental examinations were provided. Provence et al (1977); Rescarla et al (1983); Seitz et al (1985); Trickett et al (1982) (continued) 3. Children of control mothers were more frequently absent from school, made greater use of remedial services, and were more frequently described as disobedient, not getting along with other children, and as unhappy, sad, or depressed.…”

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confidence: 99%

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Early intervention in the family system: A framework and review

Heinicke

Beckwith

Thompson

1988

Infant Ment. Health J.

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A framework for understanding the effect of early intervention on family structure and functioning is presented. The framework uses five sets of variables to characterize families: Their ecology; and the values, roles, personalities, and interactions of family members. Twenty research studies that met criteria of having comparison/control groups, beginning intervention either prenatally or during the first 3 months of infancy, and directing intervention to family functioning are abstracted and examined in detail. Successful and unsuccessful studies are compared as to population and nature of intervention. Two criteria of success are used: (1) The commonly used criterion of any positive change; (2) a more rigorous criterion of change in at least three areas of family functioning, based on the assumption that more pervasive change will have more lasting influence on child development. Application of the first criterion found that 75% of early family focused intervention studies showed a successful outcome. Application of the latter criterion found that 50% showed a successful outcome. Further, there were no significant differences between successful and unsuccessful studies as to target group or type of intervention. The review suggests that early intervention targeted at family functioning is effective and that a more pervasive and sustained effect is likely if the intervention includes at least 11 or more contacts over at least a 3‐month period.

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“…Nonetheless it is probably inappropriate to consider the extension of pre-school experience as retention or repetition; this option might more properly be classified as preventive intervention and its effects considered within the literature on that topic. Recent reports on the effects of preventive programs indicate generally positive outcomes, particularly when parents are well-informed and participate in the delivery of services (Baloghova-Polkorabova, 1983;Dunst, 1983;Reynolds et al, 1983;Sparrow et al, 1983;Bailey & Bricker, 1984;Clarke, 1984;Goodman et al, 1984;Ramey et al, 1984;Reader, 1984;Seitz et al, 1985). To date, however, no definitive explanations have emerged to account for reported developmental gains; curriculum content, parent-infant interaction, parental involvement in decision-making and social/ecological systems have all been implicated.…”

mentioning

confidence: 99%