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Intervention with Adolescent Mother–Child Dyads and Cognitive Development in Early Childhood: a Meta-Analysis

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Abstract

The cognitive development of children of adolescent mothers has often been considered to be at risk. The purpose of this meta-analysis is to examine whether early intervention could help foster more positive cognitive development in the 0- to 4-year-old children of adolescent mothers. Twenty-two studies were reviewed, involving 29 different intervention strategies and 3577 participants. An overall effect size (corrected for publication bias) of d = .24 was found (95% CI .11, .36). Intervention strategies that focused specifically on the quality of parent–child interaction (d = .89; 95% CI .36, 1.43) or that included parent–child interaction as an important target of intervention (d = .53; 95% CI .34, .73) yielded greater effect sizes than those that emphasized maternal support and education (d = .23; 95% CI .12, .34). Intervention that was delivered in groups (d = .56; 95% CI .36, .74) yielded greater effectiveness than dyadic intervention (d = .27; 95% CI .14, .39). Intervention delivered by trained professionals (d = .39; 95% CI .22, .56) was more effective than that delivered by paraprofessionals (d = .20; 95% CI −.02, .61). Older studies (slope = −.015) and those that involved smaller numbers of participants (slope = −.0008) also yielded greater effect sizes. There was also a marginal tendency for shorter intervention strategies (slope = −.002), and those that involved younger children (slope = −.005) and mothers (slope = −.074) to show greater effects. Discussion focuses on the developmental and practical implications of these results.

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Acknowledgements

This research was supported in part by the Québec Fund for Social and Cultural Research (FRQ-SC).

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Authors and Affiliations

  1. Department of Psychoeducation, University of Québec at Trois-Rivières, 850 Avenue de Vimy, Québec City, QC, G1S 0B7, Canada

    Claire Baudry

  2. School of Psychology, Laval University, 2325 Avenue des Bibliothèques, Québec City, QC, G1V 0A6, Canada

    George M. Tarabulsy & Audrey St-Pierre

  3. University Research Center on Children and Families, Québec City, QC, Canada

    George M. Tarabulsy

  4. Department of Psychology, Ryerson University, Toronto, ON, Canada

    Leslie Atkinson

  5. School of Social Work, McGill University, Montréal, QC, Canada

    Jessica Pearson

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  1. Claire Baudry
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Correspondence to Claire Baudry or George M. Tarabulsy.

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This meta-analytic study received funding from the Quebec Fund for Social and Cultural Research (Fonds de recherche québécois sur la société et la culture) to the second author (Grant number 171323).

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This meta-analytic study involves data collected from previously published reports. As such, no new recruitment of human participants was conducted.

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Baudry, C., Tarabulsy, G.M., Atkinson, L. et al. Intervention with Adolescent Mother–Child Dyads and Cognitive Development in Early Childhood: a Meta-Analysis. Prev Sci 18, 116–130 (2017). https://doi.org/10.1007/s11121-016-0731-7

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