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Related Experiment Videos

Evaluating "baby think it over" infant simulators: a comparison group study.

Jerrold E Barnett1

  • 1Psychology/Sociology/Counseling Department, 2320 Colden Hall, Northwest Missouri State University, Maryville, Missouri 64468, USA.

Adolescence
|May 13, 2006
PubMed
Summary

Baby-Think-It-Over (BTIO) infant simulators did not improve teen sexuality education outcomes. A study found no significant differences in knowledge, attitudes, communication, or behavior compared to programs without these expensive tools.

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Area of Science:

  • Reproductive Health Education
  • Adolescent Psychology
  • Educational Technology Efficacy

Background:

  • Sexuality education programs often incorporate infant simulators, such as Baby-Think-It-Over (BTIO), as a key teaching method.
  • The effectiveness and educational value of these costly simulators in comprehensive sex education remain under examination.

Purpose of the Study:

  • To evaluate the efficacy of Baby-Think-It-Over (BTIO) infant simulators within a structured sexuality education program.
  • To compare educational outcomes between students who participated in the program with BTIO and those who did not.

Main Methods:

  • A comparative study involving 49 students who did not use BTIO infant simulators and students from similar schools who did.
  • Self-report instruments measured knowledge about sex, attitudes toward teen sex, parent-adolescent communication, and sexual behavior.

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  • Data were collected at the beginning and end of a three-week program.

    • Main Results:

    • No statistically significant differences were observed between the groups using BTIO and those not using it.
    • Outcomes including sexual knowledge, attitudes, communication, and behavior showed no improvement with BTIO use.
    • Pretest and posttest measures indicated comparable results for both study groups.

    Conclusions:

    • The study questions the educational value and efficacy of expensive infant simulators like BTIO in sexuality education.
    • Findings suggest that traditional program elements may be sufficient, challenging the necessity of incorporating infant simulators.