Appendix 3 Interventions – Programme Population Programme description Outcomes Cost benefit Statistically significantly At-risk children. Twice-weekly home visits are Home Program improved IQ scores, better At-risk status designed to stimulate the achievement test scores, was defined as parent–child verbal interaction, placements in special having 5 of 8 reading and educational play education and fewer grade listed factors: critical to early childhood brain retentions. Little or no effect child IQ score development. Each week the on children who had normal under 100, home visitors bring a new cognitive ability and single parent book or educational toy that parents.7 family, remains with the families unemployment permanently. Using the book of mother, or toy, home visitors model for unemployment parents and children reading, of father, conversation and play family receiving activities that stimulate quality AFDC verbal interaction and payments, developmental parent who did expectations. It promotes not finish high parent–child interaction and school, poverty positive parenting to enhance status of children’s cognitive and family, and development. It sibling in a prepares children for academic Chapter 1 success and strengthens remedial families through intensive programme.17 home visiting.17 Stepping Stones Not available Parents with Significant: Triple P children with a
Appendix 3 – Interventions Programme Population Programme description Outcomes Cost benefit Home Program At-risk children. At-risk status was defined as having 5 of 8 listed factors: child IQ score under 100, single parent family, unemployment of mother, unemployment of father, family receiving AFDC payments, parent who did not finish high school, poverty status of family, and sibling in a Chapter 1 remedial programme.17 Twice-weekly home visits are designed to stimulate the parent–child verbal interaction, reading and educational play critical to early childhood brain development. Each week the home visitors bring a new book or educational toy that remains with the families permanently. Using the book or toy, home visitors model for parents and children reading, conversation and play activities that stimulate quality verbal interaction and developmental expectations. It promotes parent–child interaction and positive parenting to enhance children’s cognitive and development. It prepares children for academic success and strengthens families through intensive home visiting.17 Statistically significantly improved IQ scores, better achievement test scores, placements in special education and fewer grade retentions. Little or no effect on children who had normal cognitive ability and parents.7 Stepping Stones Triple P Parents with children with a Significant: Not available
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