Getting ready: Results of a randomized trial of a relationship‐focused intervention on the parent–infant relationship in rural early head start

Abstract

The purpose of this study is to investigate the effects of a relational intervention (the Getting Ready intervention) on parenting behaviors supporting the parent–infant relationship for families enrolled in Early Head Start home-based programming. Two-hundred thirty-four parents and their children participated in the randomized study, with 42% of parents reporting education of less than a high-school diploma. Brief, semistructured parent–child interaction tasks were videotaped every 4 months over a16-month intervention period. Observational codes of parent–infant relationship behaviors included quality of three parental behaviors: warmth and sensitivity, support for learning, and encouragement of autonomy; two appropriateness indicators: support for learning and guidance/directives; and one amount indicator: constructive behaviors. Parents who participated in the Getting Ready intervention demonstrated higher quality interactions with their children that included enhanced quality of warmth and sensitivity, and support for their children’s autonomy than did parents in the control group. They also were more likely to use appropriate directives with their children and more likely to demonstrate appropriate supports for their young children’s learning. Results indicate an added value of the Getting Ready intervention for Early Head Start home-based programming for families of infants and toddlers.

Family involvement and parent–teacher relationships for students with autism spectrum disorders.

“…For example, many parents implement interventions at home (Knoche et al, 2012). In addition, through interfacing with educators and other professionals, parents form relationships with service providers (Carbone et al, 2010).…”

Handbook of Early Childhood Special Education

“…Similar to CBC, the Getting Ready intervention (Sheridan, Knoche, Edwards, Bovaird, & Kupzyk, 2010 ) is strength based, grounded in ecological theory, and integrative. The Getting Ready intervention is built on strengths of CBC (Sheridan & Kratochwill, 2008 ) and triadic consultation (McCollum & Yates, 1994 ) that are particularly relevant for families of children birth to 5 years (Knoche et al, 2012 ). CBC brings a collaborative style and focus; triadic consultation sets the stage for caregiver-child-professional interactions aimed at enhancing caregiver warmth and supporting child autonomy (McCollum, Gooler, Appl, & Yates, 2001 ;Sheridan et al, 2011 ).…”

“…Early childhood professionals use several Getting Ready intervention strategies during home visits and regular family activities at community agencies. Thus, the Getting Ready intervention is a lens through which early childhood professionals provide services to families (Knoche et al, 2012 ). During home visits, early childhood professionals and caregivers share information about the child gleaned through direct observations, identify shared developmental expectations for the child, and determine ways to help the child meet expectations.…”

Development of a Routines-Based Early Childhood Intervention model

“…(RUSH; SHELDEN; HANFT, 2003). Although research has provided evidence for the use of coaching practices in ECI (e.g., FOX et al, 2011;KNOCHE et al, 2012), relatively little research has examined ECI professionals' coaching of caregivers in community-based settings. A recent study by Jayaraman et al (2015) that examined coaching conversations between ECI professionals and preschool teachers and child care providers, revealed that there is much variability in the use of recommended coaching strategies by ECI professionals.…”