Stacey Jenkins- PAR Synthesis Table, Spring 2014- Play-Based/Parent Education Intervention

Author/Date Type of
Study
Participants Length of
Inter-
vention
Independent
Variable
(intervention)
Dependent Variable
(target behavior)
Setting Method of
Data
Collection
Findings
Lifter, Ellis,
Cannon &
Anderson
(2005)
SSR-Small
group study
of three
children.
Multiple
base-line
design.
All children
participating currently
received 4 half-day
home-based
instruction sessions
per week, and 5
school-based half-day
instructional sessions
per week. All children
were Caucasian.
Child 1 4 years, 10
months with Pervasive
Developmental
Disorder. Is able to
follow one step
commands and use 2-5
word phrases.
Child 2- 5 years, 2
months with Pervasive
Developmental
Disorder. Is
sometimes able to
follow simple
directions and has few
words.
Child 3- 6 years, 4
months with Pervasive
Developmental
Disorder. Is able to
identify objects and
pictures sometimes,
and echoes most
language. Is able to
label some objects.
10 minute
sessions, 1-3
times per
day. These
sessions
were
facilitated 3-
4 times per
week.
Teacher-generated
opportunities for play
in the home.
Teachers received 1
year of training which
included information
on the developmental
characteristics of play,
training on the
Developmental Play
Assessment as a
measurement tool, and
also teaching methods
for play.
A set of toys was
created from the
childs own toys.
Each toy set reflected
a theme, but had a
variety of different
toys.
In-home teachers
planned for 10 minute
play sessions. For the
first 5 minutes, the
teacher would
encourage efforts for
play, and for the
second 5 minutes the
teacher would be
directive in play.
Child play behaviors.
Target behaviors
varied from child to
child, depending on
his/her skill level.
Each child had target
behaviors noted on the
Developmental Play
Assessment (DPA).
The target behaviors
for each child were
marked with an
asterisk. (The DPA is
a measurement tool
that shows the
progression of play as
it should occur. It
consists of 14 play
behaviors that
progressively increase
in skill from 1-14.)
All
interven-
tions were
completed
in the
home
The
Developmen-
tal Play
Assessment
Protocol was
used to score
the
progression
of play
activities.
Play was
videotaped
using a
camera so
that teachers
play activities
were not
hindered by
data
collection
during play.
Spontaneous
play
occurrences
and prompted
play
occurrences
were coded.
The Developmental
Play Assessment can
be used to find target
behaviors for a childs
play hierarchy and be
used to guide play-
based interventions.
Directive intervention
was shown to increase
play behaviors as the
complexity of play
increased, and play
behaviors increased in
complexity when
children were given
prompts. All three
children in this study
were able to learn their
specific targeted play
activities according to
the DPA. Direct
instruction in play
activities may be
beneficial to children
with developmental
disabilities.
Peterson,
Luze,
Eshbaugh,
Jeon,& Kantz
(2007)
Comparison
of 2 treatment
groups.
Treatment
group A:
Children and
families who
participated
in Part C
Services
Treatment group A:
This group consisted
of 28 families and 28
children aged birth to
3 who participated in
Part C services. This
group had a total of 15
interventionists who
did work in the home
with the families. All
interventionists were
An average
amount of
12 visits was
recorded for
each family.
Interventionist role:
The interventionists
for each group had a
different role.
Interventionists in
treatment group A
spent their time
teaching the child
directly (modeling)
and less than 1/3 of
Interactions between
the parent and child.
During visits, it was
coded as to how much
time parents spent
interacting with their
child.

All
sessions
were
completed
in the
home
Home Visit
Observation
Form and
Home Visit
Observation
Form-
Revised was
used to
collect data
for this study.
It was found that
participants in Part C
services interacted
with their children
more during home
visits than the
participants in Early
Head Start.
Participants in Part C
services were noted to
Stacey Jenkins- PAR Synthesis Table, Spring 2014- Play-Based/Parent Education Intervention

Author/Date Type of
Study
Participants Length of
Inter-
vention
Independent
Variable
(intervention)
Dependent Variable
(target behavior)
Setting Method of
Data
Collection
Findings
Treatment
Group B:
Children and
families who
participated
in Early Head
Start
Services.
Children and
parents were
assigned to
groups based
on the
program in
which they
participated.
white females. Most
families were
Caucasian, but the
other characteristics of
the family varied
considerably.
Families had been
receiving services for
approximately 8
months upon entry
into the program.
Treatment group B:
this group consisted of
92 families with
mothers who were
either pregnant or had
a child birth to 3.
There were 46
developmental
specialists that
participated in this
study, who were
mostly Caucasian. A
majority of the
families who
participated in this
study were Caucasian.
their time in adult
interactions.
Interventionists in
Early Head Start spent
the majority of their
time in adult
interactions. In both
groups, the
interventionist spent
some time modeling
strategies, some time
coaching, and some
time supporting child-
oriented interactions.
Maternal
engagement
was recoded
every 10
minutes.
This data was
taken by a
graduate
assistant
recorder to be
observers.
Data was
recorded
every 10
minutes with
a 2 minute
break in
between.
interact with their
children 69% of the
time during visits.
Participants in Early
Head Start spent a
majority of the time
interacting with the
adult and very small
amounts of time
interacting with the
child alone (as low as
2%).
Ingersoll &
Dvortcsak
(2006)
Comparison
of pre-
treatment and
post-
treatment of
the selected
group of
participants.

All families who
participated in this
study had a child aged
3-4 years old who had
a diagnosis of Autism
Spectrum Disorder.
9 families whose
children were already
receiving services in
an Early Childhood
Special Education
classroom participated
in this study. 9
families started the
intervention while 8
completed. All but 3
families attended a
majority of the
training sessions.
9 weeks of
individual
and group
sessions.
Group
sessions
were 1 hour
and
individual
sessions
were 45
minutes.
Parent education:
Training with parents
focused on the use of
naturalistic
interventions with
children to increase
socialization activities.
Indirect and direct
teaching strategies
were used the parents.
During group sessions,
the family was
instructed in a large
group about different
strategies. During
individual groups, the
parents were coached
Increase in parent
knowledge, parent
satisfaction, and
teacher satisfaction.
A pre-test and post-
test was given to the
families upon entrance
into the program and
then upon completing
the training program.
Parent ratings were
taken on a satisfaction
survey, and teacher
ratings were taken on
a satisfaction survey.
Adult-
type
classroom
setting
Pre-test/post-
test
Parent
satisfaction
survey
Teacher
satisfaction
survey
Although not all
parents completed this
program completely,
parents who did
showed gains in
knowledge of the
material presented, as
they scored an average
of 29% correct on the
knowledge quiz upon
entrance and an
average of 75% on the
knowledge quiz upon
exit. Parents gave
positive satisfaction
about the program.
Home visits may have
Stacey Jenkins- PAR Synthesis Table, Spring 2014- Play-Based/Parent Education Intervention

Author/Date Type of
Study
Participants Length of
Inter-
vention
Independent
Variable
(intervention)
Dependent Variable
(target behavior)
Setting Method of
Data
Collection
Findings
Parents in this study
ranged in age from
early 20s to mid-40s.
implementing
strategies. Teachers
for these sessions also
received a 6 hour
workshop for
implementation, and
hands-on training.
The entire training
lasted for
approximately 50
hours.
made this study more
significant.
Vanderveen,
Bassler,
Robertson, &
Kirpalani
(2009)
Comparison
of an
intervention
group and a
non-
intervention
group.
25 rounds of
children and their
families completed
this study. Children
who were premature
participated in this
study. They ranged
in age from 25
weeks gestational
age to 35 weeks
gestational age. The
children ranged in
birth weights and
health statuses. The
children selected for
the study did not
have chromosomal
abnormalities,
serious congenital or
neurological
problems, serious
pathology or
maternal drug use.
The parents of these
infants were
assigned to groups
who received
intervention training
and some who did
not.
This
intervention
lasted from
enrollment
until the
child was 36
months of
age. The
length
varied from
family to
family.
Parent education.
Parents who
participated in the
rounds of studies with
their premature infants
participated in a
variety of parent
education programs.
The programs varied
from parent to parent.
Some examples of the
education for parents
included kangaroo
care, developmental
training, and other
parent interaction
training. The length of
intervention varied
from family to family.
Increases in
developmental
advances in children.
The Bayley Scales of
Infant Development
was used to measure
the increases in
development in
children to determine
developmental
advance. Other
standardized measures
were also used.
Multiple
environ-
ments.
Some
included
were
NICU,
home,
clinic
setting.
The child was
assessed
using the
Bayley to
determine
growth in
development.
This
assessment
was
completed at
6 months, 12
months, 24
months, 36
months and 5
years.

Children who were in
the intervention group
showed higher
developmental skills
in several areas.
These skills were
shown to be higher
until about 36 months,
where then then
seemed to level off
with the non-
intervention group.
This supported the
authors previous
thoughts on early
intervention and that
the earlier intervention
is completed, the
better the outcome.
Stacey Jenkins- PAR Synthesis Table, Spring 2014- Play-Based/Parent Education Intervention

Author/Date Type of
Study
Participants Length of
Inter-
vention
Independent
Variable
(intervention)
Dependent Variable
(target behavior)
Setting Method of
Data
Collection
Findings
Owen &
Mulvihill
(1994)
A comparison
of a control
group and a
treatment
group.
Treatment group:
The treatment group
was found by
advertising the
Parents as Teachers
(PAT) program to
the entire
community. The
families in this
group enrolled when
their child was 6
months or younger,
and were first time
parents. This group
consisted of 59
families.
Control group:
The control group
was established by
finding families to
participate in the
study who had
similar
characteristics as the
treatment group.
They were recruited
from a child birth
education program
in a surrounding
community. This
group consisted of
69 families, who
were first time
parents.
3 years. On
average, the
parents
received 24
home visits
and 12
group
meetings.
Parent Education.
Home visitors
implemented the
Parents as Teachers
Curriculum at home
visits. Home visitors
were trained in the
proper implementation
of the Parents as
Teachers curriculum
to ensure fidelity.
Parents received home
visits and group
sessions.
Increased satisfaction
both in child outcomes
and parent outcomes.
These outcomes were
measured using
several standardized
measurement tools.
Home
environ-
ment was
used for
most of
this
interven-
tion,
although
some
child
assess-
ments
were
completed
in a
clinical
setting.
Child
outcomes were
measured with
standardized
testing. Parent
knowledge was
measured with
a curriculum
generated
questionnaire.
Parent
satisfaction and
attitudes were
measured with
a surevey.
Parent stress
was measured
with a stress
index.
Social support
was measured
with an
inventory.
The home
environment
was measured
with the
HOME
assessment.
On some parent and
child outcomes, there
was increased scores
with the intervention
group compared to the
comparison group.
Outcomes for the child
were often higher and
the home environment
scores were slightly
higher in the treatment
group. Also, some of
the scores did not
show a significant
difference among the
groups.

Stacey Jenkins- PAR Synthesis Table, Spring 2014- Play-Based/Parent Education Intervention


References

Ingersoll, B., & Dvortcsak, A. (2006). Including parent training in the early childhood special education curriculum for children with autism
spectrum disorders. Journal of Positive Behavior Interventions, 79-87.
Lifter, K., Ellis, J., Cannon, B., & Anderson, S. (2005). Developmental specificity in targeting and teaching play activities to children with pervasive
developmental disorder. Journal of Early Intervention, 247-267.
Owen, M. T., & Mulvihill, B. A. (1994). Benefits of parent education and support program in the first three years. Family Relations, 206-212.
Peterson, C. A., Luze, G. J., Eshbaugh, E. M., Jeon, H.-J., & Kantz, K. R. (2007). Enhancing parent-child interactions through home visiting:
Promising practice or unfulfilled promise? Journal of Early Intervention, 119-140.
Vanderveen, J., Bassler, D., Robertson, C., & Kirpalani, H. (2009). Early interventions involving parents to improve neurodevelopmental outcomes
of premature infants: A meta-analysis. Journal of Perinatology, 343-351.