The Effectiveness of An Infant Caregiver Mentoring Program: MultiDimensional Interventions Utilizing

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The Effectiveness of An Infant Caregiver
Mentoring ProgramMulti-Dimensional
Interventions Utilizing Random Clinical Trials

• Richard Fiene, Ph.D.
• Penn State University
• Paper presented at the Society for Research in
  Child Development (SRCD) Biennial Meeting,
  April 7-10, 2005, Atlanta, Georgia.

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Research Literature

• Mentoring research in the past 20 years
• Random clinical trials (RCT)
• Infancy research
• Statewide Professional Development Systems
• Emphasis on workshop delivery

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Research Methodology

• Random Clinical Trials
• Staggered Waiting List
• Mentoring Only Certificate Mentoring
• Comparison/Control Groups
• Single versus Multiple Interventions Mentoring
• Caregivers, Directors, Parents
• Children

4
Research Tools

• Infant Toddler Environment Rating Scale (ITERS)
• Knowledge of Infant Development Scale (KIDI)
• Arnett Caregiver Interaction Scale (CIS)
• Bloom Classroom Organizational Climate Scale
  (Bloom)
• Home Based Observation System (HOME)
• Developmental Observation Checklist System Scale
  (DOCS)(Outcome Variable)

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Research Design

• Pre-Test Post-Test
• ITERS ITERS
• KIDI KIDI
• CIS CIS
• Bloom Bloom
• HOME HOME
• DOCS DOCS
• Random Assignment
• Control Group (Workshops) Control Group
  (Workshops)
• Mentoring Interventions Mentoring Interventions
• DOCS ITERS/HOME KIDI CIS Bloom

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Research Results ITERS/HOME Post-Test Scores

• 3.76 Workshops (6 hours)(Control Group)
• 4.01 Certificate Mentoring (18 6 hours)
• 4.21 Mentoring Caregiver (70 hours)
• 4.03 Mentoring Director (50 hours)
• 4.23 Mentoring Parent (45 hours)
• 4.55 Mentoring Caregiver Parent (135 hrs)
• 5.04 Mentoring Caregiver Parent Director
  (225 hours)

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Intervention Number of Hours
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ITERS/HOME Post-Test Scores
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ITERS/HOME Pre-Post-Test Change statistically
significant change

• .05 Workshops
• .21 Certificate Mentoring
• .41 Mentoring Caregiver
• .33 Mentoring Director
• .29 Mentoring Parent
• .75 Mentoring Caregiver Parent
• 1.24 Mentoring Caregiver Parent Director
  

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KIDI Post-Test Scores

• 72 Workshops
• 75 Certificate Mentoring
• 80 Mentoring Caregiver
• 81 Mentoring Director
• 78 Mentoring Parent
• 85 Mentoring Caregiver Parent
• 87 Mentoring Caregiver Parent Director

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KIDI Post-Test Scores
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KIDI Pre-Post Test Change

• 1 Workshops
• 5 Certificate Mentoring
• 10 Mentoring Caregiver
• 11 Mentoring Director
• 8 Mentoring Parent
• 15 Mentoring Caregiver Parent
• 17 Mentoring Caregiver Parent Director

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CIS Post-Test Scores

• 3.25 Workshops
• 3.40 Certificate Mentoring
• 3.51 Mentoring Caregiver
• 3.67 Mentoring Director
• 3.56 Mentoring Parent
• 3.75 Mentoring Caregiver Parent
• 3.88 Mentoring Caregiver Parent Director

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CIS Post-Test Scores
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CIS Pre-Post-Test Change

• .05 Workshops
• .20 Certificate Mentoring
• .35 Mentoring Caregiver
• .40 Mentoring Director
• .26 Mentoring Parent
• .45 Mentoring Caregiver Parent
• .58 Mentoring Caregiver Parent Director
  

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Bloom Post-Test Scores

• 3.56 Workshops
• 3.55 Certificate Mentoring
• 3.59 Mentoring Caregiver
• 3.71 Mentoring Director
• 3.47 Mentoring Caregiver Parent
• 3.83 Mentoring Caregiver Parent Director

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Bloom Post-Test Scores
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Bloom Pre- Post-Test Changes

• .06 Workshops
• .15 Certificate Mentoring
• .49 Mentoring Caregiver
• .51 Mentoring Director
• .17 Mentoring Caregiver Parent
• .83 Mentoring Caregiver Parent Director

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DOCS Post-Test Scores

• 102 Workshops
• 111 Certificate Mentoring
• 115 Mentoring Caregiver
• 113 Mentoring Director
• 119 Mentoring Parent
• 127 Mentoring Caregiver Parent
• 135 Mentoring Caregiver Parent Director

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DOCS Post-Test Scores
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DOCS Pre- Post-Test Changes

• 1 Workshops
• 11 Certificate Mentoring
• 19 Mentoring Caregiver
• 13 Mentoring Director
• 19 Mentoring Parent
• 27 Mentoring Caregiver Parent
• 37 Mentoring Caregiver Parent Director

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Conclusions

• The more mentoring, with the multi-interventions
  had the greatest impact on quality and childrens
  development.
• Workshops (6 hours) had very little impact on
  quality and childrens development.
• The multi-interventions were more costly than the
  more minimal interventions.

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For additional Information

• Richard Fiene, Ph.D.
• Director and Associate Professor
• Health and Human Development Institute
• The Pennsylvania State University
• 2001 North Front Street
• Harrisburg, Pennsylvania 17102
• 717-233-5276
• Rjf8_at_psu.edu
• http//www.hhdev.psu.edu