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Dyne H, Bergsten U, Carlsson E. "Aha, so that's how it's done!" - parents' voices on an early language and literacy intervention. LOGOP PHONIATR VOCO 2024:1-10. [PMID: 38445640 DOI: 10.1080/14015439.2024.2304139] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/30/2022] [Accepted: 01/08/2024] [Indexed: 03/07/2024]
Abstract
The early intervention Språkstart Halland targets children aged 0-3 years. During home visits at 6 and 11 months, library staff deliver gift-packs containing books, toys, songs, and rhymes to promote early language stimulation. Parents are encouraged to engage in 'talk, play, sing, read' activities to support language development. The aim of the present study was to examine parents' experiences of the 6- and 11-month visits and develop an understanding of their general impressions and thoughts regarding the perceived impact of the visits. Parents (n = 15) were interviewed in four focus groups and two one-on-one interviews. Data was analysed using qualitative content analysis. The findings show that the intervention changed the parents' mindset and increased their knowledge regarding early language stimulation. Tools and strategies benefitting the parent-child interaction were gained. A positive experience and personal guidance created motivation for the parents to carry out the language stimulating activities after the visit. Social gains were described. The findings imply usefulness of the intervention in supporting children's language and literacy development.
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Affiliation(s)
- Hanna Dyne
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
| | - Ulrika Bergsten
- Research and Development Department, Region Halland, Halmstad, Sweden
| | - Emilia Carlsson
- Institute of Neuroscience and Physiology, Speech and Language Pathology Unit, Sahlgrenska Academy, University of Gothenburg, Gothenburg, Sweden
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Zhai Y, Xie H, Zhao H, Wang W, Lu C. Neural synchrony underlies the positive effect of shared reading on children's language ability. Cereb Cortex 2023; 33:10426-10440. [PMID: 37562850 DOI: 10.1093/cercor/bhad293] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/01/2023] [Revised: 07/20/2023] [Accepted: 07/21/2023] [Indexed: 08/12/2023] Open
Abstract
Although it is well recognized that parent-child shared reading produces positive effects on children's language ability, the underlying neurocognitive mechanisms are not well understood. Here, we addressed this issue by measuring brain activities from mother-child dyads simultaneously during a shared book reading task using functional near infrared spectroscopy hyperscanning. The behavioral results showed that the long-term experience of shared reading significantly predicted children's language ability. Interestingly, the prediction was moderated by children's age: for older children over 30 months, the more the shared reading experience, the better the language performance; for younger children below 30 months, however, no significant relationship was observed. The brain results showed significant interpersonal neural synchronization between mothers and children at the superior temporal cortex, which was closely associated with older children's language ability through the mediation of long-term experience of shared reading. Finally, the results showed that the instantaneous quality of shared reading contributed to children's language ability through enhancing interpersonal neural synchronization and increasing long-term experience. Based on these findings, we tentatively proposed a theoretical model for the relationship among interpersonal neural synchronization, shared reading and children's language ability. These findings will facilitate our understanding on the role of shared reading in children's language development.
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Affiliation(s)
- Yu Zhai
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Huixin Xie
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
- School of Preschool Education, Beijing Institute of Education, Beijing 100009, China
| | - Hui Zhao
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Wenjing Wang
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
| | - Chunming Lu
- State Key Laboratory of Cognitive Neuroscience and Learning & IDG/McGovern Institute for Brain Research, Beijing Normal University, Beijing 100875, China
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Smith H, Dunstan K, Melvin K, Armstrong R, Frazer-Ryan S, Scarinci N. Co-designing a shared book reading environment at a community hub. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2023:1-12. [PMID: 36896957 DOI: 10.1080/17549507.2023.2182742] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/18/2023]
Abstract
PURPOSE Community hubs often provide support to families in areas of high vulnerability and can provide unique opportunities for delivering early literacy programs. This study used a co-design process to engage families, staff, and community partners within a community hub to design an environment that supported shared book reading. METHOD Co-design was enacted in four phases: 1) interviews to understand user experiences relating to shared book reading; 2) focus groups to refine ideas into actions to support shared book reading and prioritise these actions; 3) implementation of changes; and 4) understanding of participants' experiences of involvement. RESULT Participant identified changes were implemented within four categories: 1) changing how books are organised, 2) showing families how to share books, 3) giving families information about how books can be borrowed, and 4) running more activities about books. Participants indicated they enjoyed being a part of a co-design process to affect change at the community hub. CONCLUSION Co-design enabled the development of collaborative changes to support book reading that were valued and owned by families, staff, and community partners. Community hubs can provide unique opportunities to engage with families in areas of vulnerability to support the development of early language and literacy skills.
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Affiliation(s)
- Helen Smith
- Centre for Children's Health and Wellbeing, Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | - Kym Dunstan
- Centre for Children's Health and Wellbeing, Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | - Katelyn Melvin
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Rebecca Armstrong
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
| | - Skye Frazer-Ryan
- Centre for Children's Health and Wellbeing, Children's Health Queensland Hospital and Health Service, Brisbane, Australia
| | - Nerina Scarinci
- School of Health and Rehabilitation Sciences, The University of Queensland, Brisbane, Australia
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Forssman L, Gottwald JM. The impact of interactive book sharing on child cognitive and socio-cognitive development (the REaL trial): study protocol for a randomized controlled trial. Trials 2022; 23:802. [PMID: 36153547 PMCID: PMC9509634 DOI: 10.1186/s13063-022-06733-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/19/2021] [Accepted: 09/09/2022] [Indexed: 11/10/2022] Open
Abstract
Background The quality of children’s early home learning environment has an influence on their cognitive development, preliteracy skills, and subsequent educational outcomes. Early intervention programs that promote positive parenting behaviors and child cognition have great potential to positively influence children’s school readiness and thereby support social equality. One often advocated parental practice for promoting child language and cognition is interactive book sharing. Methods We have conducted a randomized controlled trial to evaluate the effects of a parent-child interactive book sharing intervention on early child language, cognition, and parental behaviors. Participating caregivers and their 10-month-old child were randomized to an interactive book sharing intervention group (n = 59) or to an active control group (n = 56). The intervention was delivered by a facilitator to small groups of parent-child dyads on a weekly basis over 5 weeks. The primary outcomes were child language and socio-cognition; secondary outcomes were child executive function and parental scaffolding, sensitivity and reciprocity during book sharing, and problem-solving tasks. Data were collected at baseline, post-intervention, and at 6 and 12 months post-intervention. Discussion The Roadmap to Executive function and Language (REaL) trial aims to evaluate the impact of a brief early parenting intervention on key factors for child development, including child cognition and parental behaviors. If this intervention is beneficial for child outcomes, that would be of significance for the development of early interventions to promote child development. Trial registration The REaL trial is registered on the International Standard Randomized Controlled Trial Number database, registration number ISRCTN22319305. Retrospectively registered on 7 February 2020. Supplementary Information The online version contains supplementary material available at 10.1186/s13063-022-06733-8.
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Rinaldi S, Caselli MC, Cofelice V, D’Amico S, De Cagno AG, Della Corte G, Di Martino MV, Di Costanzo B, Levorato MC, Penge R, Rossetto T, Sansavini A, Vecchi S, Zoccolotti P. Efficacy of the Treatment of Developmental Language Disorder: A Systematic Review. Brain Sci 2021; 11:brainsci11030407. [PMID: 33806938 PMCID: PMC8005159 DOI: 10.3390/brainsci11030407] [Citation(s) in RCA: 25] [Impact Index Per Article: 8.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/15/2021] [Revised: 03/05/2021] [Accepted: 03/16/2021] [Indexed: 01/08/2023] Open
Abstract
Background. Language disorder is the most frequent developmental disorder in childhood and it has a significant negative impact on children’s development. The goal of the present review was to systematically analyze the effectiveness of interventions in children with developmental language disorder (DLD) from an evidence-based perspective. Methods. We considered systematic reviews, meta-analyses of randomized controlled trials (RCTs), control group cohort studies on any type of intervention aimed at improving children’s skills in the phono-articulatory, phonological, semantic-lexical, and morpho-syntactic fields in preschool and primary school children (up to eight years of age) that were diagnosed with DLD. We identified 27 full-length studies, 26 RCT and one review. Results. Early intensive intervention in three- and four-year-old children has a positive effect on phonological expressive and receptive skills and acquisitions are maintained in the medium term. Less evidence is available on the treatment of expressive vocabulary (and no evidence on receptive vocabulary). Intervention on morphological and syntactic skills has effective results on expressive (but not receptive) skills; however, a number of inconsistent results have also been reported. Only one study reports a positive effect of treatment on inferential narrative skills. Limited evidence is also available on the treatment of meta-phonological skills. More studies investigated the effectiveness of interventions on general language skills, which now appears as a promising area of investigation, even though results are not all consistent. Conclusions. The effectiveness of interventions over expressive and receptive phonological skills, morpho-syntactic skills, as well as inferential skills in narrative context underscores the importance that these trainings be implemented in children with DLD.
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Affiliation(s)
- Sara Rinaldi
- Developmental Neurorehabilitation Service, UOC Infancy, Adolescence, Family Counseling, AULSS 6 Euganea—Padua Bacchiglione District, Via Dei Colli 4/6, 35143 Padua, Italy
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
- Correspondence: ; Tel.: +39-0498217670
| | | | | | - Simonetta D’Amico
- Department of Biotechnological and Applied Clinical Sciences, University of L’Aquila, P.le S. Tommasi, 1, 67100 Coppito, Italy;
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
| | - Anna Giulia De Cagno
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
| | | | - Maria Valeria Di Martino
- Health Professions Integrated Service, Azienda Ospedaliera dei Colli di Napoli, 80131 Napoli, Italy;
| | - Brigida Di Costanzo
- Division of Phoniatrics and Audiology, Department of Mental and Physical Health, and Preventive Medicine, Luigi Vanvitelli University, Largo Madonna delle Grazie 1, 80138 Naples, Italy;
- Cinetic Center, Neuromotor Rehabilitation Centre, Via Santella 26, 81025 Marcianise, Italy
| | - Maria Chiara Levorato
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
- Department of Developmental Psychology and Socialization, University of Padua, Via Venezia, 8, 35131 Padova, Italy
| | - Roberta Penge
- Department of Human Neuroscience, Sapienza University of Rome, Via dei Sabelli 108, 00185 Rome, Italy;
| | - Tiziana Rossetto
- Federazione Logopedisti Italiani, Via Daniello Bartoli, 00152 Rome, Italy; (A.G.D.C.); (T.R.)
| | - Alessandra Sansavini
- CLASTA—Communication & Language Acquisition Studies in Typical & Atypical Population, Piazza Epiro 12D, 00183 Rome, Italy; (M.C.L.); (A.S.)
- Department of Psychology “Renzo Canestrari”, University of Bologna, Viale Berti Pichat 5, 40127 Bologna, Italy
| | - Simona Vecchi
- Department of Epidemiology, Lazio Regional Health Service, Via Cristoforo Colombo, 112, 00154 Rome, Italy;
| | - Pierluigi Zoccolotti
- Department of Psychology, Sapienza University of Rome, Via Dei Marsi 78, 00185 Rome, Italy;
- Neuropsychology Unit, IRCCS Fondazione Santa Lucia, Via Ardeatina 306, 00179 Rome, Italy
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Collier LR, Gregory T, Harman-Smith Y, Gialamas A, Brinkman SA. Inequalities in child development at school entry: A repeated cross-sectional analysis of the Australian Early Development Census 2009-2018. THE LANCET REGIONAL HEALTH. WESTERN PACIFIC 2020; 4:100057. [PMID: 34327392 PMCID: PMC8315438 DOI: 10.1016/j.lanwpc.2020.100057] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 07/27/2020] [Revised: 10/28/2020] [Accepted: 11/02/2020] [Indexed: 11/27/2022]
Abstract
BACKGROUND Australia is the only developed country to consistently undertake a developmental census of its children nationwide. The repeated collection of the Australian Early Development Census (AEDC) has provided an unprecedented opportunity to examine the prevalence of developmental vulnerability across Australia's states and territories, the socio-economic distribution of developmental vulnerability across jurisdictions, and how these distributions might have changed over time. METHODS This study employed multivariable logistic regressions to estimate the probability of developmental vulnerability within each jurisdiction and AEDC collection year (2009 to 2018), adjusting for jurisdictional differences in socio-demographic characteristics. To explore socio-economic inequalities in child development, adjusted slope index of inequality (SII) models were utilised. FINDINGS The results of this study found reductions in the adjusted prevalence of developmental vulnerability over time in Western Australia (26% to 20%) and Queensland (30% to 25%), with an increase observed in the Australian Capital Territory (27% to 30%). Analysis also indicated an increase in socio-economic inequalities over time in the Northern Territory (+12%), the Australian Capital Territory (+6%) and Tasmania (+4%). Sensitivity analysis found these effects to be robust with an alternative measure of socio-economic position. INTERPRETATION There is considerable variation in the prevalence and socio-economic inequalities in developmental vulnerability across Australia's jurisdictions. Future research should explore the policy drivers in early childhood education and health contributing to the findings of this study, with a particular focus on jurisdictions where there have been notable changes in developmental vulnerability and socio-economic inequality over time. FUNDING Analyses were funded under research contract by the Department of Education, Skills and Employment. Prof Brinkman is supported by a National Health and Medical Research Council fellowship, APP1160185.
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Affiliation(s)
- Luke R. Collier
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Tess Gregory
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Yasmin Harman-Smith
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Angela Gialamas
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
| | - Sally A. Brinkman
- Telethon Kids Institute, The University of Western Australia, Level 7, 31 Flinders St., Adelaide, SA 5000, Australia
- School of Public Health, The University of Adelaide, Level 9, Adelaide Health And Medical Science Building, 57 North Terrace, Adelaide, SA 5005, Australia
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Newham JJ, McLean K, Ginja S, Hurt L, Molloy C, Lingam R, Goldfeld S. Brief evidence-based interventions for universal child health services: a restricted evidence assessment of the literature. BMC Public Health 2020; 20:993. [PMID: 32580720 PMCID: PMC7315474 DOI: 10.1186/s12889-020-09104-7] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/27/2020] [Accepted: 06/12/2020] [Indexed: 11/29/2022] Open
Abstract
Background Universal child health services (UCHS) provide an important pragmatic platform for the delivery of universal and targeted interventions to support families and optimize child health outcomes. We aimed to identify brief, evidence-based interventions for common health and developmental problems that could be potentially implemented in UCHS. Methods A restricted evidence assessment (REA) of electronic databases and grey literature was undertaken covering January 2006 to August 2019. Studies were eligible if (i) outcomes related to one or more of four areas: child social and emotional wellbeing (SEWB), infant sleep, home learning environment or parent mental health, (ii) a comparison group was used, (iii) universal or targeted intervention were delivered in non-tertiary settings, (iv) interventions did not last more than 4 sessions, and (v) children were aged between 2 weeks postpartum and 5 years at baseline. Results Seventeen studies met the eligibility criteria. Of these, three interventions could possibly be implemented at scale within UCHS platforms: (1) a universal child behavioural intervention which did not affect its primary outcome of infant sleep but improved parental mental health, (2) a universal screening programme which improved maternal mental health, and (3) a targeted child behavioural intervention which improved parent-reported infant sleep problems and parental mental health. Key lessons learnt include: (1) Interventions should impart the maximal amount of information within an initial session with future sessions reinforcing key messages, (2) Interventions should see the family as a holistic unit by considering the needs of parents with an emphasis on identification, triage and referral, and (3) Brief interventions may be more acceptable for stigmatized topics, but still entail considerable barriers that deter the most vulnerable. Conclusions Delivery and evaluation of brief evidence-based interventions from a UCHS could lead to improved maternal and child health outcomes through a more responsive and equitable service. We recommend three interventions that meet our criteria of “best bet” interventions.
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Affiliation(s)
- James J Newham
- Faculty of Health and Life Sciences, Northumbria University, Newcastle upon Tyne, NE1 8ST, UK
| | - Karen McLean
- Murdoch Children's Research Institute, University of Melbourne, Melbourne, Australia
| | - Samuel Ginja
- School of Psychology, Ulster University, Coleraine, UK
| | - Lisa Hurt
- Division of Population Medicine, Cardiff University School of Medicine, Cardiff, UK
| | - Carly Molloy
- Murdoch Children's Research Institute, University of Melbourne, Melbourne, Australia
| | - Raghu Lingam
- School of Women's & Children's Health, University of New South Wales, Randwick, Australia.
| | - Sharon Goldfeld
- Murdoch Children's Research Institute, University of Melbourne, Melbourne, Australia
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Brown MI, Trembath D, Westerveld MF, Gillon GT. A Pilot Study of Early Storybook Reading With Babies With Hearing Loss. JOURNAL OF SPEECH, LANGUAGE, AND HEARING RESEARCH : JSLHR 2019; 62:3397-3412. [PMID: 31518512 DOI: 10.1044/2019_jslhr-l-17-0305] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/10/2023]
Abstract
Purpose This pilot study explored the effectiveness of an early storybook reading (ESR) intervention for parents with babies with hearing loss (HL) for improving (a) parents' book selection skills, (b) parent-child eye contact, and (c) parent-child turn-taking. Advancing research into ESR, this study examined whether the benefits from an ESR intervention reported for babies without HL were also observed in babies with HL. Method Four mother-baby dyads participated in a multiple baseline single-case experimental design across behaviors. Treatment effects for parents' book selection skills, parent-child eye contact, and parent-child turn-taking were examined using visual analysis and Tau-U analysis. Results Statistically significant increases, with large to very large effect sizes, were observed for all 4 participants for parent-child eye contact and parent-child turn-taking. Limited improvements with ceiling effects were observed for parents' book selection skills. Conclusion The findings provide preliminary evidence for the effectiveness of an ESR intervention for babies with HL for promoting parent-child interactions through eye contact and turn-taking.
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Affiliation(s)
- Michelle I Brown
- School of Allied Health Sciences, Griffith University, Southport, Queensland, Australia
| | - David Trembath
- School of Allied Health Sciences, Griffith University, Southport, Queensland, Australia
| | - Marleen F Westerveld
- School of Allied Health Sciences, Griffith University, Southport, Queensland, Australia
| | - Gail T Gillon
- College of Education, University of Canterbury, Christchurch, New Zealand
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Dowdall N, Melendez-Torres GJ, Murray L, Gardner F, Hartford L, Cooper PJ. Shared Picture Book Reading Interventions for Child Language Development: A Systematic Review and Meta-Analysis. Child Dev 2019; 91:e383-e399. [PMID: 30737957 DOI: 10.1111/cdev.13225] [Citation(s) in RCA: 50] [Impact Index Per Article: 10.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/30/2022]
Abstract
Interventions that train parents to share picture books with children are seen as a strategy for supporting child language development. We conducted meta-analyses using robust variance estimation modeling on results from 19 RCTs (Ntotal = 2,594; Mchildage = 1-6 years). Overall, book-sharing interventions had a small sized effect on both expressive language (d = 0.41) and receptive language (d = 0.26). They had a large effect on caregiver book-sharing competence (d = 1.01). The impact of the intervention on child language was moderated by intervention dosage, with lower dosage associated with a minimal impact. Child age and caregiver education level were unrelated to child outcome. This review and meta-analysis confirms the promise of book-sharing interventions for enhancing and accelerating child language development.
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Murray L, Jennings S, Mortimer A, Prout A, Melhuish E, Hughes C, Duncan J, Holmes J, Dishington C, Cooper PJ. The impact of early-years provision in Children's Centres (EPICC) on child cognitive and socio-emotional development: study protocol for a randomised controlled trial. Trials 2018; 19:450. [PMID: 30134990 PMCID: PMC6103971 DOI: 10.1186/s13063-018-2700-x] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/30/2017] [Accepted: 05/18/2018] [Indexed: 11/15/2022] Open
Abstract
Background There are marked disparities between pre-school children in key skills affecting school readiness, disparities that commonly persist and influence children’s later academic achievements, employment, and adjustment. Much of this disparity is linked to socio-economic disadvantage and its impact on the home learning environment. Children’s Centres are an ideal context in which to implement and evaluate programmes to address this problem. They principally serve the 30% worst areas on the Indices of Deprivation Affecting Children, providing for families from the antenatal period up to age 5 years, aiming to promote parenting skills and provide care for children. Methods We are conducting a randomised controlled trial, based in Children Centres, to evaluate a parenting intervention for caregivers of children between 28 and 45 months of age. The intervention provides training to parents in dialogic book-sharing. The training is run by a facilitator who sees parents in small groups, on a weekly basis over 7 weeks. The study is a cluster randomised controlled trial. Twelve of the Children’s Centres in the town of Reading in the UK have been randomly assigned to an index or control condition. The primary outcome is child cognition (language, attention, and executive function); and secondary outcomes are child social development, behaviour problems, and emotion regulation, parenting during book-sharing and problem solving and parental child behaviour management strategies. Data are collected at baseline, post-intervention and 4–6 months post-intervention. Discussion The Impact of Early-years Provision in Children’s Centres trial (EPICC) aims to evaluate the impact of an early parenting intervention on several key risk factors for compromised child development, including aspects of parenting and child cognition, social development, behaviour problems and emotion regulation. The study is being carried out in Children’s Centres, which largely serve the most disadvantaged families in the UK. Since the intervention is brief and, with modest levels of training, readily deliverable within Children’s Centres and similar early childcare provision centres, demonstration that it is of benefit to child cognition, socio-emotional development and behaviour would be important. Trial registration ISRCTN Registry, ISRCTN28513611. Registered on 28 March 2017. This is version 1 of the protocol for the EPICC trial. Electronic supplementary material The online version of this article (10.1186/s13063-018-2700-x) contains supplementary material, which is available to authorized users.
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Affiliation(s)
- Lynne Murray
- University of Reading, Reading, UK. .,Stellenbosch University, and the University of Cape Town, Stellenbosch, South Africa.
| | | | | | | | | | | | - John Duncan
- MRC Cognition and Brain Sciences Unit, Cambridge, UK
| | - Joni Holmes
- MRC Cognition and Brain Sciences Unit, Cambridge, UK
| | | | - Peter J Cooper
- University of Reading, Reading, UK. .,Stellenbosch University, and the University of Cape Town, Stellenbosch, South Africa.
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Brown MI, Westerveld MF, Trembath D, Gillon GT. Promoting language and social communication development in babies through an early storybook reading intervention. INTERNATIONAL JOURNAL OF SPEECH-LANGUAGE PATHOLOGY 2018; 20:337-349. [PMID: 29243504 DOI: 10.1080/17549507.2017.1406988] [Citation(s) in RCA: 12] [Impact Index Per Article: 2.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/24/2017] [Revised: 10/20/2017] [Accepted: 11/10/2017] [Indexed: 06/07/2023]
Abstract
PURPOSE This study examined the effectiveness of low- and high-intensity early storybook reading (ESR) intervention workshops delivered to parents for promoting their babies language and social communication development. These workshops educated parents on how to provide a stimulating home reading environment and engage in parent-child interactions during ESR. METHOD Parent-child dyads (n = 32); child age: 3-12 months, were assigned into two intervention conditions: low and high intensity (LI versus HI) groups. Both groups received the same ESR strategies; however, the HI group received additional intervention time, demonstrations and support. Outcome measures were assessed pre-intervention, one and three months post-intervention and when the child turned 2 years of age. RESULT A significant time-group interaction with increased performance in the HI group was observed for language scores immediately post-intervention (p = 0.007) and at 2-years-of-age (p = 0.022). Significantly higher broader social communication scores were associated with the HI group at each of the time points (p = 0.018, p = 0.001 and p = 0.021, respectively). Simple main effect revealed that both groups demonstrated a significant improvement in language, broader social communication and home reading practices scores. CONCLUSIONS ESR intervention workshops may promote language and broader social communication skills. The HI ESR intervention workshop was associated with significantly higher language and broader social communication scores.
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Affiliation(s)
- Michelle I Brown
- a School of Allied Health Sciences , Griffith University , Southport , Australia and
| | - Marleen F Westerveld
- a School of Allied Health Sciences , Griffith University , Southport , Australia and
| | - David Trembath
- a School of Allied Health Sciences , Griffith University , Southport , Australia and
| | - Gail T Gillon
- b Department of Communication Disorders , University of Canterbury , Christchurch , New Zealand
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Abstract
OBJECTIVE School readiness by kindergarten entry is associated with increased high school graduation, decreased juvenile arrest, and better long-term health. Inadequate early childhood learning (ECL) disproportionately affects low-income children. Pediatricians have near-universal access to children younger than 5 years but remain an underused ECL resource. This study examined caregivers' perceptions of ECL, the role of the pediatrician and pediatric office, and the use of community-based ECL resources among diverse, low-income caregivers whose children were not enrolled in preschool. METHODS Using community-engaged strategies, caregivers were recruited to participate in in-depth focus groups (FGs). Demographic and FG data were collected in English, Spanish, and Vietnamese. Qualitative data were analyzed with iterative transcript-based coding and theme analysis. RESULTS From June 2015 to August 2015, 69 low-income mothers (n = 46), fathers (n = 8), and grandparents (n = 15) from African-American (33%), Latino (32%), and Vietnamese (35%) communities participated in 12 FGs. Caregivers across groups wanted pediatricians to act as ECL experts and to provide ECL services. Caregivers valued ECL, especially when delivered by trusted sources. Utilization and perception of community ECL resources varied among groups. The greatest variation included different preferences for resource setting, accessibility, and acceptability, especially cultural acceptability. Each individual and groups' unique, and occasionally adverse, experiences and financial and logistical considerations informed ECL preferences. CONCLUSION This exploratory study brings forth diverse caregivers' perspectives regarding the role of pediatricians in ECL and their desire for pediatricians to be an access point for high-quality, affordable ECL services. Caregivers' preferences regarding ECL programming may inform clinic-based pediatric ECL programming.
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Xie QW, Chan CHY, Ji Q, Chan CLW. Psychosocial Effects of Parent-Child Book Reading Interventions: A Meta-analysis. Pediatrics 2018; 141:peds.2017-2675. [PMID: 29588337 DOI: 10.1542/peds.2017-2675] [Citation(s) in RCA: 18] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 01/25/2018] [Indexed: 11/24/2022] Open
Abstract
CONTEXT Parent-child book reading (PCBR) is effective at improving young children's language, literacy, brain, and cognitive development. The psychosocial effects of PCBR interventions are unclear. OBJECTIVE To systematically review and synthesize the effects of PCBR interventions on psychosocial functioning of children and parents. DATA SOURCES We searched ERIC, PsycINFO, Medline, Embase, PubMed, Applied Social Sciences Index and Abstracts, Social Services Abstracts, Sociological Abstracts, Family and Society Studies Worldwide, and Social Work Abstracts. We hand searched references of previous literature reviews. STUDY SELECTION Randomized controlled trials. DATA EXTRACTION By using a standardized coding scheme, data were extracted regarding sample, intervention, and study characteristics. RESULTS We included 19 interventions (3264 families). PCBR interventions improved the psychosocial functioning of children and parents compared with controls (standardized mean difference: 0.185; 95% confidence interval: 0.077 to 0.293). The assumption of homogeneity was rejected (Q = 40.010; P < .01). Two moderator variables contributed to between-group variance: method of data collection (observation less than interview; Qb = 7.497; P < .01) and rater (reported by others less than self-reported; Qb = 21.368; P < .01). There was no significant difference between effects of PCBR interventions on psychosocial outcomes of parents or children (Qb = 0.376; P = .540). LIMITATIONS The ratio of moderating variables to the included studies limited interpretation of the findings. CONCLUSIONS PCBR interventions are positively and significantly beneficial to the psychosocial functioning of both children and parents.
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Affiliation(s)
- Qian-Wen Xie
- Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong; and
| | - Celia H Y Chan
- Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong; and
| | - Qingying Ji
- Shanghai Children's Medical Center, Shanghai, China
| | - Cecilia L W Chan
- Department of Social Work and Social Administration, The University of Hong Kong, Pokfulam, Hong Kong; and
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Quach J, Sarkadi A, Napiza N, Wake M, Loughman A, Goldfeld S. Do Fathers' Home Reading Practices at Age 2 Predict Child Language and Literacy at Age 4? Acad Pediatr 2018; 18:179-187. [PMID: 29056402 DOI: 10.1016/j.acap.2017.10.001] [Citation(s) in RCA: 10] [Impact Index Per Article: 1.7] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 11/29/2016] [Revised: 11/29/2016] [Accepted: 10/14/2017] [Indexed: 10/18/2022]
Abstract
BACKGROUND Maternal shared reading practices predict emergent literacy, but fathers' contributions are less certain. We examined whether fathers' shared home reading activities at 2 years predict language and emergent literacy at age 4 years, when controlling for maternal contributions; and whether this differentially benefits these outcomes in disadvantaged children. METHODS Two-parent families were recruited from 5 relatively disadvantaged communities for the universal Let's Read literacy promotion population-based trial (ISRCTN 04602902) in Melbourne, Australia. For exposure at 2 years, home reading practices were recorded via self-reported maternal and paternal StimQ-Toddler questionnaires and dichotomized at study median (high vs low). At 4 years, outcomes assessed included receptive and expressive language (Clinical Evaluation of Language Fundamentals 4) and emergent literacy (Sunderland Phonological Awareness Test-Revised). Linear regression, adjusted for mothers' home reading, was performed to assess 2-year-old vocabulary and communication skills and family disadvantage. Interaction of disadvantage (yes vs no) with high home reading by fathers and at least one parent was assessed. RESULTS Data were available for 405 families (64.3%). High father reading at 2 years (reference: low) predicted better expressive (mean difference, 4.7; 95% confidence interval, 1.5 to 8.0) and receptive (mean difference, 5.0; 95% confidence interval, 1.8 to 8.2) language at 4 years (both P < .001), but not emergent literacy skills. Similar patterns were observed in families with at least one parent with high home reading. Fathers' reading did not differentially benefit outcomes in disadvantaged children. CONCLUSIONS Fathers' involvement in reading at 2 years predicted better language but not emergent literacy at 4 years, and it did not protect against adverse effects of socioeconomic disadvantage.
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Affiliation(s)
- Jon Quach
- Murdoch Children's Research Institute, Parkville, Vic, Australia; The University of Melbourne, Carlton, Vic, Australia.
| | - Anna Sarkadi
- Murdoch Children's Research Institute, Parkville, Vic, Australia; Department of Women's and Children's Health, Uppsala University, Uppsala, Sweden
| | - Natasha Napiza
- Murdoch Children's Research Institute, Parkville, Vic, Australia; The University of Melbourne, Carlton, Vic, Australia
| | - Melissa Wake
- Murdoch Children's Research Institute, Parkville, Vic, Australia; The University of Melbourne, Carlton, Vic, Australia; The University of Auckland, Auckland, New Zealand
| | - Amy Loughman
- Murdoch Children's Research Institute, Parkville, Vic, Australia
| | - Sharon Goldfeld
- Murdoch Children's Research Institute, Parkville, Vic, Australia; The University of Melbourne, Carlton, Vic, Australia; The Royal Children's Hospital, Parkville, Vic, Australia
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15
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Shared reading in infancy and later development: Evidence from an early intervention. JOURNAL OF APPLIED DEVELOPMENTAL PSYCHOLOGY 2018. [DOI: 10.1016/j.appdev.2017.12.001] [Citation(s) in RCA: 24] [Impact Index Per Article: 4.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/21/2022]
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Conway LJ, Levickis PA, Mensah F, McKean C, Smith K, Reilly S. Associations between expressive and receptive language and internalizing and externalizing behaviours in a community-based prospective study of slow-to-talk toddlers. INTERNATIONAL JOURNAL OF LANGUAGE & COMMUNICATION DISORDERS 2017; 52:839-853. [PMID: 28593698 DOI: 10.1111/1460-6984.12320] [Citation(s) in RCA: 11] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 09/28/2016] [Revised: 02/16/2017] [Accepted: 03/01/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Evidence suggests that language and social, emotional and behavioural (SEB) difficulties are associated in children and adolescents. When these associations emerge and whether they differ by language or SEB difficulty profile is unclear. This knowledge is crucial to guide prevention and intervention programmes for children with language and SEB difficulties. AIMS To determine whether receptive and expressive language skills are associated with internalizing and externalizing behaviours in slow-to-talk toddlers. METHODS & PROCEDURES In a community-based prospective study of 200 slow-to-talk children, language was measured at 24 and 36 months using Preschool Language Scale 4th Edition and at 48 months using Clinical Evaluation of Language Fundamentals-Preschool 2nd Edition. Internalizing and externalizing behaviours were measured by parent report at each age. Longitudinal data were analysed using repeated-measures regression, with up to three observations per child. Robust standard errors were used to account for non-independence of measures within participants. The shape of the associations were examined by fitting quadratic and cubic terms. The effects of confounders on the associations were examined. OUTCOMES & RESULTS Receptive language had a negative linear association with internalizing behaviours after adjusting for confounders (β = -0.16, 95% [CI = -0.26, -0.07], p = .001); and a negative curved association with externalizing behaviours after adjusting for biological confounders (βquadratic = 0.08 [0.01, 0.15], p = .03, βcubic = -0.04 [-0.07, -0.02], p = .001), attenuating after adjusting for environmental confounders (βquadratic = 0.06 [-0.01, 0.13], p = .09, βcubic = -0.03 [-0.06, -0.003], p = .03). The curvature suggests that the negative association with externalizing behaviours only existed for children with either very low or very high receptive language scores. After controlling for confounders, there was no evidence that expressive language scores were associated with internalizing (β = -0.08, 95% [CI = -0.17, 0.01], p = .10) or externalizing behaviours (β = 0.03, 95% [CI = -0.09, 0.18], p = .61). Tests of interaction revealed no evidence of a differential association by age. CONCLUSIONS & IMPLICATIONS In 24-48-month-old slow-to-talk children, lower receptive language scores were associated with higher internalizing behaviours. The magnitude of the association was small. For children with very poor receptive language scores, lower receptive language skills were associated with higher externalizing behaviours. Young children with low receptive language abilities may be at risk of internalizing difficulties; those with very low receptive language skills may be at particular risk of externalizing difficulties. This has clinical implications for interventions for young children with receptive language difficulties.
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Affiliation(s)
- Laura J Conway
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
| | - Penny A Levickis
- Murdoch Children's Research Institute, Parkville, VIC, Australia
| | - Fiona Mensah
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
- Royal Children's Hospital, Parkville, VIC, Australia
| | - Cristina McKean
- School of Education, Communication and Language Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Kylie Smith
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
| | - Sheena Reilly
- Murdoch Children's Research Institute, Parkville, VIC, Australia
- Department of Paediatrics, University of Melbourne, Parkville, VIC, Australia
- Health Executive, Griffith University, Gold Coast, QLD, Australia
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Shah R, DeFrino D, Kim Y, Atkins M. Sit Down and Play: A Preventive Primary Care-Based Program To Enhance Parenting Practices. JOURNAL OF CHILD AND FAMILY STUDIES 2017; 26:540-547. [PMID: 29217964 PMCID: PMC5714307 DOI: 10.1007/s10826-016-0583-6] [Citation(s) in RCA: 13] [Impact Index Per Article: 1.9] [Reference Citation Analysis] [Abstract] [Key Words] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 06/07/2023]
Abstract
The primary care office offers an ideal setting to encourage parenting behaviors that promote early childhood development. We conducted a pilot study to establish feasibility and acceptability of Sit Down and Play (SDP), a brief primary care-based program to facilitate positive parenting behaviors through take-home play activities. A prospective 1-month study was conducted in an urban primary care clinic. SDP was administered to 30 caregivers of 6-12 month old children while they waited for their well-child appointment. Caregivers completed baseline and 4-week follow-up surveys. Open-ended interview questions regarding acceptability and usefulness of SDP were administered and analyzed using content analysis. Parenting practices related to child development were measured with standardized measures and changes analyzed using paired t-test and linear mixed effects models. Most caregivers were mothers (90%) and non-white (97%); the majority of children received Medicaid (87%). There were significant increases in parental reports of practices related to child development (p<0.001), including families who reported low incomes (i.e. <$25,000) and received a high-school education or less (p=0.001). Four main themes emerged from the open-ended interview data: 1) importance of play, 2) noticing a change in their child, 3) reinforcing existing positive parenting behaviors, and 4) satisfaction with the program. This preliminary study suggests that SDP is a feasible and potentially beneficial program that can be delivered during pediatric well-child visits. Further studies are needed to determine the effectiveness of SDP on parenting behaviors and developmental outcomes.
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Affiliation(s)
- Reshma Shah
- The University of Illinois at Chicago, College of Medicine, Department of Pediatrics, 840 South Wood Street, MC 856, Chicago, IL USA 60612
| | - Daniela DeFrino
- The University of Illinois at Chicago, College of Medicine, Department of Pediatrics, 840 South Wood Street, MC 856, Chicago, IL USA 60612
| | - Yoonsang Kim
- The University of Illinois at Chicago, Institute for Health Research and Policy, 1747 West Roosevelt Road, Chicago, IL USA 60608
| | - Marc Atkins
- The University of Illinois at Chicago, College of Medicine, Department of Psychiatry, 1747 West Roosevelt Road, Chicago, IL USA 60608;
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Wake M, Levickis P, Tobin S, Gold L, Ukoumunne OC, Goldfeld S, Zens N, Le HND, Law J, Reilly S. Two-Year Outcomes of a Population-Based Intervention for Preschool Language Delay: An RCT. Pediatrics 2015; 136:e838-47. [PMID: 26347428 DOI: 10.1542/peds.2015-1337] [Citation(s) in RCA: 12] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Accepted: 07/27/2015] [Indexed: 11/24/2022] Open
Abstract
OBJECTIVE We have previously shown short-term benefits to phonology, letter knowledge, and possibly expressive language from systematically ascertaining language delay at age 4 years followed by the Language for Learning intervention. Here, we report the trial's definitive 6-year outcomes. METHODS Randomized trial nested in a population-based ascertainment. Children with language scores >1.25 SD below the mean at age 4 were randomized, with intervention children receiving 18 1-hour home-based therapy sessions. Primary outcome was receptive/expressive language. Secondary outcomes were phonological, receptive vocabulary, literacy, and narrative skills; parent-reported pragmatic language, behavior, and health-related quality of life; costs of intervention; and health service use. For intention-to-treat analyses, trial arms were compared using linear regression models. RESULTS Of 1464 children assessed at age 4, 266 were eligible and 200 randomized; 90% and 82% of intervention and control children were retained respectively. By age 6, mean language scores had normalized, but there was little evidence of a treatment effect for receptive (adjusted mean difference 2.3; 95% confidence interval [CI] -1.2 to 5.7; P = .20) or expressive (0.8; 95% CI -1.6 to 3.2; P = .49) language. Of the secondary outcomes, only phonological awareness skills (effect size 0.36; 95% CI 0.08-0.65; P = .01) showed benefit. Costs were higher for intervention families (mean difference AU$4276; 95% CI: $3424 to $5128). CONCLUSIONS Population-based intervention targeting 4-year-old language delay was feasible but did not have lasting impacts on language, possibly reflecting resolution in both groups. Long-term literacy benefits remain possible but must be weighed against its cost.
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Affiliation(s)
- Melissa Wake
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Melbourne, Australia; Murdoch Childrens Research Institute, Parkville, Melbourne, Australia; Department of Paediatrics, The University of Melbourne, Parkville, Melbourne, Australia;
| | - Penny Levickis
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Melbourne, Australia; Murdoch Childrens Research Institute, Parkville, Melbourne, Australia
| | - Sherryn Tobin
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Melbourne, Australia; Murdoch Childrens Research Institute, Parkville, Melbourne, Australia
| | - Lisa Gold
- Deakin Health Economics, Deakin University, Burwood, Australia
| | - Obioha C Ukoumunne
- National Institute for Health Research Collaboration for Leadership in Applied Health Research and Care, South West Peninsula (PenCLAHRC), University of Exeter Medical School, University of Exeter, Exeter, United Kingdom; and
| | - Sharon Goldfeld
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Melbourne, Australia; Murdoch Childrens Research Institute, Parkville, Melbourne, Australia; Department of Paediatrics, The University of Melbourne, Parkville, Melbourne, Australia
| | - Naomi Zens
- Centre for Community Child Health, Royal Children's Hospital, Parkville, Melbourne, Australia; Murdoch Childrens Research Institute, Parkville, Melbourne, Australia
| | - Ha N D Le
- Deakin Health Economics, Deakin University, Burwood, Australia
| | - James Law
- Institute of Health and Society, School of Education, Communication and Language Sciences, University of Newcastle, United Kingdom
| | - Sheena Reilly
- Murdoch Childrens Research Institute, Parkville, Melbourne, Australia; Department of Paediatrics, The University of Melbourne, Parkville, Melbourne, Australia
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