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ABSTRACT Although many young children face risk factors for academic failure, most research about family interventions do not focus on at-risk children. For example, although Parents Interacting with Infants Model… Click to show full abstract
ABSTRACT Although many young children face risk factors for academic failure, most research about family interventions do not focus on at-risk children. For example, although Parents Interacting with Infants Model (i.e. PIWI) and Baby TALK programmes are widely used family interventions, no empirical research has been conducted about PIWI or Baby TALK among at-risk children. To this end, the purpose of this study was to determine the feasibility and efficacy of two family interventions (i.e. Baby TALK and PIWI) among 38 at-risk families of young children, as well as to identify barriers to implementation. Significant increases in parent knowledge about child development were evident among participants in both the intervention groups. Barriers to implementation included lack of transportation and homelessness. Implications for research and practice are discussed.
Journal Title: Early Child Development and Care
Year Published: 2018
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