scholarly journals Low-Income Parents' Views on the Redesign of Well-Child Care

PEDIATRICS ◽  
2009 ◽  
Vol 124 (1) ◽  
pp. 194-204 ◽  
Author(s):  
T. R. Coker ◽  
P. J. Chung ◽  
B. O. Cowgill ◽  
L. Chen ◽  
M. A. Rodriguez
2021 ◽  
Vol 60 ◽  
pp. 24-30
Author(s):  
Kara S. Koschmann ◽  
Cynthia J. Peden-McAlpine ◽  
Mary Chesney ◽  
Susan M. Mason ◽  
Mary C. Hooke

PEDIATRICS ◽  
2000 ◽  
Vol 105 (Supplement_3) ◽  
pp. 927-934 ◽  
Author(s):  
Pamela C. High ◽  
Linda LaGasse ◽  
Samuel Becker ◽  
Ingrid Ahlgren ◽  
Adrian Gardner

Background. Reading skills are critical to children's success in school and the increasingly technologic workforce. Children from low-income families are at risk for home environments that fail to promote emergent literacy and for reading failure. A home environment that encourages learning and parents who are involved in their children's education are important factors in school achievement. Objective. To evaluate the effects of a literacy promoting intervention delivered by pediatric providers as part of well-child care on parent attitudes and behaviors and on child language. Design/Methods. A multicultural group of 205 low-income families with 5- to 11-month-olds were prospectively enrolled, interviewed, and randomized to intervention (n = 106) or control (n = 99) groups. Families in the intervention group received developmentally appropriate children's books and educational materials and advice about sharing books with children, while those in the control group received no books or materials relevant to literacy. After an average of 3.4 well-child visits in both groups, 153 (75%) were reinterviewed and the children's receptive and expressive vocabulary was tested using a modified version of the MacArthur Communication and Development Inventory (Short Form). Parents were asked if their child understood (receptive vocabulary) or said (expressive vocabulary) each of 100 words, half of which were in the books given. Families were found to have a Child-Centered Literacy Orientation if they mentioned reading aloud as one of their child's favorite activities or as one of their own favorite joint activities or if they usually read together at bedtime. At follow-up toddlers were 18.4 months old on average. Results. Intervention and control groups had similar literacy related characteristics at baseline. There was a 40% increase in Child-Centered Literacy Orientation among intervention families compared with 16% among controls. Intervention families read more with their toddlers (4.3 vs 3.8 days/week). Both receptive and expressive vocabulary scores were higher in older intervention toddlers (18–25 months old; n = 88), but not in younger intervention toddlers (13–17 months old;n = 62). This significant effect of the intervention on vocabulary scores in older toddlers was found for both the 50 words in the books and those not in the books. After parent education, foreign birth and language proficiency, and child age were statistically controlled, the intervention remained significantly associated with higher language outcomes in older toddlers. However, when reading aloud was added to the multivariate analysis, the influence of the intervention was no longer evident, suggesting the intervention's effect on child language was mediated through increased shared reading with these toddlers. Conclusion. This simple and inexpensive intervention, delivered as part of well-child care, changed parent attitudes toward the importance of reading with their infants and toddlers. These intervention parents and their children read more together and this was associated with enhanced language development in older toddlers in this diverse group of low-income families.


2021 ◽  
Vol 25 (11) ◽  
pp. 1677-1688
Author(s):  
Kara S. Koschmann ◽  
Cynthia J. Peden-McAlpine ◽  
Mary Chesney ◽  
Susan M. Mason ◽  
Mary C. Hooke

2021 ◽  
Author(s):  
Rachel Hurst ◽  
Kendra Liljenquist ◽  
Sarah J Lowry ◽  
Peter Szilagyi ◽  
Kevin A. Fiscella ◽  
...  

BACKGROUND The Parent-focused Redesign for Encounters, Newborns to Toddlers (PARENT) intervention was created as a team-based approach to well-child care (WCC) that relies on a health educator ("Parent Coach") to provide the bulk of WCC services, address specific needs faced by families in low-income communities, and decrease reliance on the clinician as the primary provider of WCC services. OBJECTIVE To evaluate the impact of PARENT using a cluster randomized controlled trial (RCT). METHODS This study will test the effectiveness of PARENT at 10 clinical sites of two federally-qualified health centers (FQHCs) in Tacoma, WA and Los Angeles, CA. We are conducting a cluster RCT that includes 940 families with a child ≤ 12 months old at the time of the baseline survey. Parents will be followed up at 6 months and 12 months post-enrollment. The Parent Coach, the main element of PARENT, provides anticipatory guidance, psychosocial screening/referral, and developmental and behavioral surveillance, screening, and guidance at each WCC visit, and is supported by parent-focused pre-visit screening and visit prioritization, a brief, problem-focused clinician encounter for a physical exam and any concerns that require a clinician’s attention, and an automated text message parent reminder and education service for periodic, age-specific messages to reinforce key health–related information recommended by Bright Futures national guidelines. We will examine parent-reported quality of care (receipt of nationally-recommended WCC services, family-centeredness of care, and parent experiences of care) and healthcare utilization (WCC, urgent care, emergency department [ED], and hospitalizations), conduct a cost/cost-offset analysis, and conduct a separate Time Motion Study to assess clinician time allocation to assess efficiency. We will also collect data on exploratory measures of parent and parenting-focused outcomes. Our primary outcomes are receipt of anticipatory guidance and ED utilization. RESULTS Participant recruitment began in March 2019 and will continue through June 2021. After recruitment concludes, 6 and 12 month follow up surveys will be completed. Thus far, over 500 participants have been enrolled. CONCLUSIONS This large pragmatic trial of PARENT in partnership with FQHCs will assess its utility as an evidence-based and financially sustainable model for the delivery of preventive care services to children in low-income communities. CLINICALTRIAL ClinicalTrials.gov NCT03797898


PEDIATRICS ◽  
2014 ◽  
Vol 134 (1) ◽  
pp. e229-e239 ◽  
Author(s):  
T. R. Coker ◽  
C. Moreno ◽  
P. G. Shekelle ◽  
M. A. Schuster ◽  
P. J. Chung

PEDIATRICS ◽  
2018 ◽  
Vol 142 (5) ◽  
pp. e20174019 ◽  
Author(s):  
Elizabeth R. Wolf ◽  
Camille J. Hochheimer ◽  
Roy T. Sabo ◽  
Jennifer DeVoe ◽  
Richard Wasserman ◽  
...  

2012 ◽  
Vol 12 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Tumaini R. Coker ◽  
Helen M. DuPlessis ◽  
Ramona Davoudpour ◽  
Candice Moreno ◽  
Michael A. Rodriguez ◽  
...  

2020 ◽  
Vol 59 (14) ◽  
pp. 1240-1251 ◽  
Author(s):  
Jaime W. Peterson ◽  
Lynne C. Huffman ◽  
Janine Bruce ◽  
Ndola Prata ◽  
Kim G. Harley ◽  
...  

This intervention study assessed school readiness (SR)-related parent behaviors and perceived barriers for Latino parent-child pairs (N = 149, Mage = 4.5) after a clinic-based SR intervention (n = 74) or standard well-child care (n = 75). Intervention was a 1-hour visit with a community health worker (CHW) to assess child SR, model SR interactions, and provide SR tools and resources. Primary outcomes were parent behaviors and barriers collected by phone questionnaire. Regression analyses revealed that parents in the intervention were more likely to tell their child a story and visit the library in the last week and less likely to report barriers of limited SR knowledge. A brief, SR coaching intervention with a CHW increased SR-related parent behaviors and reduced barriers to SR. Evaluation with school entry data is underway.


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