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Preliminary early intervention study using Nursing Child Assessment Teaching Scale in Japan
Taiko Hirose1, Taeko Teramoto, Sakae Saitoh
1Tokyo Medical and Dental University, Tokyo, Japan. tykocho.cfn@tmd.ac.jp
Summary
Early intervention improved Japanese mother-infant interactions, as measured by the Nursing Child Assessment Teaching Scale (NCATS). Maternal age and personal networks were key influencing factors.
Area of Science:
- Child Development
- Parenting Interventions
- Mental Health
Background:
- Mother-infant interactions are crucial for assessing parent support and infant mental health interventions.
- The Nursing Child Assessment Teaching Scale (NCATS) is a key tool for measuring these interactions.
- Understanding factors influencing these interactions is vital for effective interventions.
Purpose of the Study:
- To measure early intervention outcomes in Japanese mother-infant dyads using the NCATS.
- To identify factors influencing Japanese mother-infant interactions.
Main Methods:
- Compared an intervention group (lower NCATS scores) with a control group (higher NCATS scores).
- Intervention group received home visits with feedback, parenting consultations, and health advice.
- Control group received assessment-only home visits every 6 months.
Main Results:
- Home visitations occurred from 3 to 18 months.
- Initial NCATS score differences between groups diminished, indicating intervention effectiveness.
- Maternal age and personal networks explained 27-30% of NCATS variance.
Conclusions:
- The NCATS appears valid for measuring Japanese mother-infant interactions.
- This study is the first to use NCATS for early intervention outcomes in Japanese dyads.
- Replication studies and NCATS implementation in clinical practice are recommended.
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