Citation

Lambermon MWE, van Ijzendoorn MH. Early Child Res. Q. 1989; 4(4): 449-458.

Copyright

(Copyright © 1989, Elsevier Publishing)

DOI

10.1016/0885-2006(89)90003-3

PMID

unavailable

Abstract

This article presents the results of an evaluation of a parent education program. In the study, the effectiveness of videotaped and written instruction is compared in a sample of 35 mother-infant dyads. The parent education program is constructed for mothers with a newborn infant and aims at enhancing maternal responsiveness to the needs and expressions of the infant. In a randomized pretest-posttest control group design, the effectiveness of videotaped or written instruction is compared, taking into account the influence of social network differences. Mother-infant interaction is observed with the use of the HOME, Belsky's system for the observation of reciprocity, and Ainsworth's scales for sensitivity and responsiveness. Results indicate that written instruction is more effective in stimulating maternal responsive involvement compared to videotaped instruction, especially in families with a large social network.