***TASK*** the task is to summarize an input biomedical literature in six sentences 
    ***INPUT*** the input is a biomedical literature 
    ***OUTPUT*** the output is the summary of an input biomedical literature in six sentences 
    ***DOCUMENTATION*** 
    ***EXAMPLES*** 
    Input: This prospect i ve longitudinal study was design ed to evaluate the effects of a multidisciplinary infant development program ( IDP )  on the mental and physical development of low birth weight infants ( less than 1,800 g ) . Infants in the neonatal intensive care were r and omly assigned to the IDP or to traditional care ( control group ) . IDP infants received developmental interventions in the hospital and at home through the first 2 years of life . Counseling and parenting education were provided to their parents during this same period . The control group received all the postnatal care and referrals customarily given in traditional care . Both IDP and control infants were enrolled in an independent follow-up program , which used the Bayley Scales of Infant Development in a blind evaluation design . The IDP group had a significantly lower incidence of developmental delay ( P less than .05 ) and scored significantly higher than the control group ( P less than .05 ) on mean mental and physical indices at 12 and 24 months of adjusted age The authors assessed the effectiveness of a home visitation program in enhancing the early parenting history of infants born at medical risk -- a population that is at risk for mistreatment . A r and omized clinical trial design was used to compare the effects of a cognitively based extension of the Healthy Start home visitation program ( HV+ ) with a visitation condition that did not include this component ( HV ) . In the HV+ condition , they observed ( a ) a lower use of corporal punishment , ( b ) greater safety maintenance in the home , and ( c ) fewer reported child injuries .  The sample ( N = 102 ) was primarily Latino ; however , the effects of the intervention were not qualified by ethnicity , maternal education , or immigration status Mothers of low-birthweight babies born at the Medical Center Hospital of Vermont during a 21-month period were r and omly assigned to experimental ( N = 34 ) and control ( N = 40 ) groups . Forty-one normal-birthweight controls were also recruited . Experimental mothers received an 11-session intervention program which emphasized maternal sensitivity and responsiveness to infant social signals . This paper analyzes the impact of the program , by 6 months , on maternal adaptation and psychopathology , and on infant cognitive development and temperament The outcome of an early intervention program for low-birthweight ( LBW ) infants was examined in this study . The intervention consisted of 11 sessions , beginning during the final week of hospitalization and extending into the home over a 3-month period . The program aim ed to facilitate maternal adjustment to the care of a LBW infant , and , indirectly , to enhance the child 's development .  Neonates weighing less than 2,200 grams and under 37 weeks gestational age were r and omly assigned to experimental or control conditions . A full-term , normal birthweight ( NBW ) group served as a second control . 6-month analyses of dyads who completed all assessment s over a 4-year period ( N 's = 25 LBW experimental , 29 LBW control , and 28 NBW infant-mother dyads ) showed that the experimental group mothers reported significantly greater self-confidence and satisfaction with mothering , as well as more favorable perception of infant temperament than LBW control group mothers . A progressive divergence between the LBW experimental and LBW control children on cognitive scores culminated in significant group differences on the McCarthy GCI at ages 36 and 48 months , when the LBW experimental group caught up to the NBW group . Possible explanations for the observed delay in the emergence of intervention effects on cognitive development and the mediating role of favorable mother-infant transactional patterns are discussed in light of recent evidence from the literature OBJECTIVE To examine whether a supportive nursing intervention that promoted kangaroo holding of healthy preterm infants by their mothers during the early weeks of the infant 's life facilitated coregulation between mother and infant at 6 months of age . DESIGN R and omized controlled trial . PARTICIPANTS Sixty-five mother/infant dyads with mean gestational age at birth of 33 weeks . Fifty percent of infants were male , and 50 % were non-White . INTERVENTIONS An 8-week home intervention encouraged daily 1-hour , uninterrupted holding with either blanket ( baby wrapped in blanket and held in mother 's arms ) or the kangaroo ( baby in skin-to-skin contact on mother 's chest ) method . In both conditions , weekly home visits by an experienced RN included encouragement to hold the infant , emotional support , and information about infant behavior and development . A control group received brief social visits , had no holding constraints , and participated in all assessment s. MAIN OUTCOME MEASURES When infants were 6 months of age , the Still-Face Paradigm was used to assess mother/infant interaction . Outcome measures were coregulation of the dyad 's responses during the play episodes of the Still-Face Paradigm and vitality in infant efforts to reengage the mother during the neutral face portion of the Still-Face Procedure . RESULTS Significant differences among groups were found in mother/infant coregulation . Post hoc analysis showed that dyads who were supported in kangaroo holding displayed more coregulation behavior during play than dyads in the blanket-holding group . No differences were found between groups in infant vitality during the neutral face portion of the Still-Face Procedure . CONCLUSION Dyads supported in practicing kangaroo holding in the early weeks of life may develop more coregulated interactional strategies than other dyads ABSTRACT . We investigated the effects of a 1 -year home intervention on premature infants with low ( < 1500 g ) and higher ( 1500–2000 g ) birth weights . Infants from each weight condition were block r and omly assigned to a control or to one of two treatment groups . One treatment group focused on the development of the infant ; the other treatment group focused on the parent-infant interaction . The low birth weight infants obtained significantly lower Bayley mental and motor scores , and were more passive and less intense than the higher birth weight infants . However , the low birth weight infants and their parents were more responsive to the home intervention than were the higher birth weight infants , as demonstrated by changes in the Bayley mental scores and the Home Observation for Measurement of the Environment ( HOME ) inventory . These findings exemplify the reciprocal relationship between the child 's characteristics and parental responding . The importance of selecting the most high-risk premature infants for early home intervention is outlined We investigated the effects of a year-long home intervention with a sample of preterm infants r and omly assigned to 1 of 3 groups : a developmental intervention , a parent-infant intervention , and a no-treatment control group . A full-term no-treatment control was also used . Both intervention approaches focused on the parent-child unit , providing training for parents to improve observational skills , emotional support , and information about community re sources . However , whereas specific tasks to facilitate the child 's development were provided in the developmental intervention group , the quality of the parent-infant interaction was the target for treatment in the other group . All infants were assessed at 4 , 8 , 12 , and 16 months of age corrected for prematurity . The results suggest that although both intervention approaches were effective in modifying some aspects of the home environment and , to a lesser degree , in improving infants ' cognitive development , the parent-infant interaction approach seemed to have the greater impact . These findings confirm previous observations regarding the cognitive development of preterm and full-term infants during the first 18 months of life and demonstrate changes in behavior and behavior styles in both pre- and full-term infants as they become older Twenty-four low birth weight children who had received an experimental intervention ( LBWE ) during the neonatal period , 31 control children who had received no treatment ( LBWC ) , and 36 normal birth weight children were compared . The intervention involved seven hospital sessions and four home sessions in which a nurse helped mothers adapt to their LBW babies . At age 9 , LBWE children scored significantly higher than LBWC children on the Kaufman Mental Processing Composite , Sequential , Simultaneous , Achievement , Arithmetic , and Riddles scales , after statistical adjustments for socioeconomic status . The LBWE children had also advanced more rapidly in school than had LBWC children . Parent ( Child Behavior Checklist ) and teacher ( Teacher 's Report Form ) ratings of school functioning were more favorable for LBWE than LBWC children , with especially strong effects on Teacher 's Report Form scores for academic performance and the attention problems syndrome . At age 9 , LBWE children were not significantly inferior to normal birth weight children on any measure . These results bear out a progressive divergence between the LBWE and LBWC children that first became statistically significant in cognitive scores at age 3 . The findings suggest that the intervention prevented cognitive lags among LBW children and that this eventually had a favorable effect on academic achievement , behavior , and advancement in school . The progression from no significant differences between LBWE and LBWC children on early cognitive and achievement scores to significant and pervasive differences in later functioning argues for long-term follow-up periods to evaluate properly the power of behavioral interventions to compensate for biological risks This study was design ed as a multi-site field experiment to test the efficacy of hospital and home visit interventions to improve interaction between mothers and preterm infants .  Hospital intervention consisted of State Modulation ( SM ) treatment , which focused on teaching  mothers to read the behavioral cues and modulate the states of consciousness of preterm infants during feedings . Home visit intervention was a field-tested program , Nursing Systems for Effective Parenting-Preterm ( NSTEP-P ) , implemented during the first five months after the infant 's hospital discharge . A hospital program on car seats ( CS ) and st and ard public health nursing home visits ( PHN ) served as comparison treatments . The sample consisted of 327 mothers and their preterm infants who were less than 36 weeks of gestational age at hospital discharge . Mothers were r and omly assigned to intervention groups on the basis of their education . High education ( HE ) was > or = 13 years of education , while low education ( LE ) was < or = 12 years of education . HE mothers were only assigned to hospital programs , while LE mothers were assigned to combinations of hospital and home visit programs . Evaluations were conducted at 40 weeks conceptual age ( expected date of birth ) , at 46 weeks conceptual age ( 1.5-months-corrected age ) , and 60 weeks conceptual age ( 5-months-corrected age ) . Comparisons were made within each educational group . For HE groups , SM infants gave significantly more clear cues during observations of feeding interactions at 1.5-months-corrected age and teaching interactions at 5-months-corrected age than infants in the CS group . During the teaching interaction , well-educated SM mothers provided significantly more social-emotional and cognitive stimulation than CS mothers . For LE groups , infants in the SM group combined with either PHN or NSTEP-P exhibited significantly more responsive behavior during feeding observations than those infants in the CS/PHN group at 1.5-months-corrected age . LE mothers in the SM/NSTEP-P group demonstrated more sensitivity and more stimulation during teaching interactions at 5-months-corrected age than mothers in the SM/PHN or CS/PHN groups . Findings suggest that State Modulation treatment is effective in influencing positive social interaction of infants regardless of the level of maternal education . State modulation treatment combined with NSTEP-P is most effective in improving the social interaction between preterm infants and mothers with limited formal education . Such treatment-specific programs suggest avenues for providing cost-effective care that complements the changing transactional needs of mothers and preterm infants Parent training was provided for 80 low-income , black teenage mothers during their infants ' first six months . Half of the mothers were visited biweekly in their homes to be instructed in caregiving and in sensorimotor and interaction exercises , and half were trained as CETA ( Comprehensive Employment Training ACT)-paid , teacher 's aides in a medical school infant nursery that provided care for their infants and infants of medical faculty . Growth and development during the first two years were superior for the infants whose mothers received training , particularly those who received paid parent training as teacher 's aides in the infant nursery . Repeat pregnancy rates were lower and return to work/school rates were higher for the infant nursery mothers , most of whom subsequently pursued nurse 's aide training 
    Output:
    
: Review ed studies suggest that home visiting for preterm infants promotes improved parent-infant interaction .