Evaluation of Community Programs for Early Childhood Development: Parental Perspectives and Recommendations

Partain, Paige I.; Kumbamu, Ashok; Asiedu, Gladys B.; Cristiani, Valeria; Deling, Marilyn; Weis, Christine; Lynch, Brian

doi:10.1007/s10995-018-2601-3

Cited by 7 publications

(13 citation statements)

References 22 publications

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“…Caregivers noted great satisfaction with the screening experience because it provided them with important feedback about their child. The extant literature reflects this finding with caregivers noting higher satisfaction with early childhood programmes when developmental screening is incorporated (Partain et al, 2019). Those who were dissatisfied generally felt that they did not receive adequate coaching through the screening experience or received inaccurate screening results.…”

Section: Discussionmentioning

confidence: 93%

Caregiver experiences of developmental screening

Traube

Molina

Taylor

et al. 2021

Child

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Background The American Academy of Pediatrics (AAP) has called for a universal system of developmental screening and surveillance to enhance early detection and intervention for children. While the need and potential impact of universal screening is well documented, recent reports show that screening rates have not reached expected goals and gaps remain in terms of effective follow‐up and referral to early intervention (EI) services. Few studies have explored parent and child experiences of developmental screening, which would aid researchers, practitioners and policymakers in improving early detection and referral to EI. The purpose of this qualitative study was to understand the experiences of caregivers and children who received developmental screening across different service sectors, including the type of screening received, location of screening, experiences during the screening process and the follow‐up interventions received following screening. Methods Individual interviews were conducted with 31 caregivers. A descriptive qualitative design allowed for the exploration of caregiver experiences with developmental screening. Thematic analysis was utilized to categorize caregiver reflections prior to, during and following developmental screening events. Results Analysis revealed five themes that described caregivers' experiences with screening and assessment for their child: (1) parent's goals of screening; (2) screening preparation and support; (3) parent/child response to screening; (4) result reporting and follow‐up; (5) overall satisfaction with screening process. Each theme was composed of several subthemes. Conclusions Caregivers see the importance of developmental screening, caregivers and children respond well to screening delivered by various providers in multiple settings and caregivers find the information gleaned from screening events important in planning for their child's developmental trajectory. Key places where improvements can be made to further bolster parental engagement and satisfaction include screening preparation and follow‐up.

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Section: Discussionmentioning

confidence: 93%

Caregiver experiences of developmental screening

Traube

Molina

Taylor

et al. 2021

Child

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“…GenerationPMTO has also developed training for individual therapists. We opted to do a group training because our group aimed to capitalize on the social component that is important for minority population [59, 60]. GenerationPMTO training is tailored to the agencies where it will be delivered with a more cursory review of theory and research relative to applied skills development.…”

Section: Discussionmentioning

confidence: 99%

Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

Baumann¹,

Rodríguez

Wieling

et al. 2019

Pilot Feasibility Stud

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Background Despite the large number of evidence-based practices (EBPs) ready for implementation, they are the exception in usual care, especially for ethnic minority patients, who may not have access to trained health professionals. Providing EBP training as part of a graduate curriculum could help build the pipeline of professionals to provide quality care. Methods We conducted a before-after study to determine whether we could implement a blended learning strategy (BL; i.e., in vivo and online training) to teach an EBP in university settings. Feasibility in this pilot was operationalized as knowledge acquisition, satisfaction, fidelity, acceptability, and usability. Using GenerationPMTO as the EBP, our aim was to train graduate students enrolled in Psychology, Social Work, and Family Therapy programs in the EBP in one academic year. Two therapists from a community agency were also students in this pilot. A total of 13 students from five universities were trained in the intervention. Adaptations were made to the intervention and training strategy to optimize training fidelity. Focus groups were conducted with the students to capture their perspective about the training. Results Students demonstrated significant knowledge acquisition from baseline (Mean = 61.79, SD = 11.18) to training completion (Mean = 85.27, SD = 5.08, mean difference = − 23.48, 95% CI = − 29.62, − 17.34). They also reported satisfaction with the BL format, as measured by teaching evaluations at the end of the course. Instructors received acceptable fidelity scores (range of 7–9 in a 9-point scale). Qualitative findings from focus groups showed support for acceptability and usability of BL training. Conclusions BL training in university settings can be conducted with fidelity when provided by appropriately trained instructors. BL that integrates EBP and adaptations may be uniquely applicable for training providers in low-resource and ethnically diverse settings. The BL enhanced knowledge of GenerationPMTO was acceptable and usable to students, and was delivered with high instructor fidelity to the training model.

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“…| 2337 Powell et al, 2016). Distinct to this study however is the voice captured, which was not clinician (McCurdy & Daro, 2001;Partain et al, 2018), provider, policymaker, or researcher (Mytton et al, 2014) as common to other bodies of research, but rather those of mothers.…”

Section: Infant/mother Attachmentmentioning

confidence: 99%

“…Parenting programs are on the rise given the shift from the antiquated perspective that children need to be rescued, to one which posits that collaborating with families is a much more effective approach to fostering long‐term holistic well‐being (Cerezo et al, 2013; Rapsey & Rolston, 2019). Overall, parenting programs are positively associated with the parental sense of competence, efficacy and satisfaction (Cerezo et al, 2013), increased reflective capacity (Powell et al, 2016; Schurer et al, 2010), enhanced maternal sensitivity and responsive cue reading (Suchman et al, 2008), decreased prenatal depression, strengthened infant regulatory capacities (Smith et al, 2010) and enriched child development outcomes (Goldberg, 2000; Partain et al, 2018; Scharfe, 2011). Parenting programs are typically delivered to an individual family through home‐based intervention, or in community‐based settings within a group.…”

Section: Attachment Parenting Programs and Mothersmentioning

confidence: 99%

Capturing the voices of mothers: Delivery and content efficacy of a community attachment parenting program

Bonnett

McCorquodale

Schouten³

2021

Journal Community Psychology

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This qualitative case study sought to examine the delivery and content efficacy of a community attachment parenting program developed and hosted by an attachment and trauma‐informed organization that services infants and their pre‐ or postnatal mothers in Ontario, Canada. A focus group and participant reflective journals were employed to amplify the voices of mothers who engaged in the 8‐week program. Five overarching themes surfaced in the data which include (1) infant/mother attachment, (2) program delivery validations and recommendations, (3) program content validations and recommendations, (4) facilitator delivery, content and relational competencies and (5) connections with others. The findings of this study are intended to inform future offerings of this program, as well as incite further research to illuminate the voices of mothers and other participants who engage in attachment‐postured community parenting programs across the globe.

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Evaluation of Community Programs for Early Childhood Development: Parental Perspectives and Recommendations

Cited by 7 publications

References 22 publications

Caregiver experiences of developmental screening

Caregiver experiences of developmental screening

Teaching GenerationPMTO, an evidence-based parent intervention, in a university setting using a blended learning strategy

Capturing the voices of mothers: Delivery and content efficacy of a community attachment parenting program

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