PlayReadVIP

Children ages 0-3 years and their caregivers, in families experiencing poverty or low income

PlayReadVIP is a birth to 3-year universal prevention/early intervention parenting program that promotes parent-child early relational health and early child social-emotional and cognitive language development, preventing mental health, early literacy and school readiness challenges before they emerge. It is designed for young children in families experiencing poverty or low income who are, as a result, at increased risk for challenges in these areas.

PlayReadVIP is delivered by trained nonclinical/paraprofessional coaches who record brief videos of parents and children playing and reading together with books and toys provided by the program during their session. The recordings are then used in real-time review to identify and reinforce observed strengths. ​

PlayReadVIP sessions typically take place in pediatric clinics on days of routine well-child visits, but also can occur in other settings (e.g., community centers or home visiting).

Alan Mendelsohn, MD

• Title: VIP Founding Director & Principal Investigator
• Agency/Affiliation: PlayReadVIP National Center at NYU Grossman School of Medicine
• Department: Department of Pediatrics
• Website: https://www.playreadvip.org/
• Email: playreadvip@nyulangone.org
• Phone: (212) 562-2464

Anne Seery, PhD

• Title: Director
• Agency/Affiliation: PlayReadVIP National Center at NYU Grossman School of Medicine
• Department: Department of Pediatrics
• Website: https://www.playreadvip.org/
• Email: playreadvip@nyulangone.org
• Phone: (212) 562-2464

Xochitl Arechiga, MPH

• Title: Director of Training
• Agency/Affiliation: PlayReadVIP National Center at NYU Grossman School of Medicine
• Department: Department of Pediatrics
• Website: https://www.playreadvip.org/
• Email: playreadvip@nyulangone.org
• Phone: (212) 562-2464

Aida Custode, MA

• Title: Director of Implementation
• Agency/Affiliation: PlayReadVIP National Center at NYU Grossman School of Medicine
• Department: Department of Pediatrics
• Website: https://www.playreadvip.org/
• Email: playreadvip@nyulangone.org
• Phone: (212) 562-2464

Jinjoo Kim (Han), PhD

• Title: Director of Research and Evaluation
• Agency/Affiliation: PlayReadVIP National Center at NYU Grossman School of Medicine
• Department: Department of Pediatrics
• Website: https://www.playreadvip.org/
• Email: playreadvip@nyulangone.org
• Phone: (212) 562-2464

The goals of the PlayReadVIP are:

For caregiver:

• Enhance early relational health with their child
• Increase positive parenting practices that support early relational health, child social-emotional and cognitive-language development, mental health, early literacy and school readiness, such as pretend play, shared book-reading, teaching, and supportive interactions during daily routines
• Increase quality of interactions with their child
• Increase access to high-quality developmental materials for their child (e.g., developmentally appropriate, culturally informed toys and books) likely to support positive parent-child interactions and early relational health
• Reduce frequency of negative parenting behaviors, such as use of harsh discipline with child and use of screen time with child
• Reduce barriers to their child’s early relational health (e.g., parenting stress)

For child:

• Enhance early social-emotional development
• Prevent onset of behavioral and mental health challenges, including disruptive and hyperactive behaviors as well as attentional problems
• Enhance early cognitive-language development
• Reduce need for early intervention evaluation
• Increase exposure to positive experiences and supportive relationships
• Increase school readiness

The essential components of PlayReadVIP include:

• Delivered by PlayReadVIP Coaches in 25-minute, one-on-one sessions with the caregiver and child
• Designed to be strengths-based, family-centered, and culturally aligned
• Focused on primary prevention of challenges, prior to their emergence
• 3 key components per PlayReadVIP visit:
  • Providing a developmentally and culturally appropriate toy or book for the family to use during the video recording and to take home
  • Making a brief recording of the caregiver-child dyad playing or reading together with the toy or book that was provided:
    • Providing real-time review and feedback of the recorded video of the parent-child dyad
    • Providing a copy of the video for the parent to take home to review and share with other family members and caregivers
  • Providing a written “Parent Guide” that includes:
    • Caregiver’s observations of themselves and their child
    • Tips, opportunities, and resources for supporting caregiver-child early relational health and the child’s social-emotional and cognitive-language development
    • Caregiver’s plans for home, integrating what is learned into daily activities
• PlayReadVIP Coaches are nonclinical paraprofessionals, who have not had advanced training, often with bachelor’s or associate’s degree, and typically from the communities they serve. Fidelity is ideally achieved through training and certification procedures, followed by ongoing supervision and maintenance.
• Designed to be delivered in pediatric health care settings, one of the only settings commonly attended by families during the first 3 years of life. Placement of PlayReadVIP in healthcare aims to:
  • Support potential for universal engagement of families at a comparatively low cost
  • Engage families due to the large number of recommended well-child visits during this period
  • Add to the already-existing interest by families in parenting and early child development and behavior
  • Utilize the existing clinic infrastructure
• PlayReadVIP can also be delivered in other settings, including community/family support centers, family child care, as well as through home visiting.
• Focus on primary prevention complements other existing services that focus on screening and referral
• Can be layered with other services to achieve maximal population-level impact.

Child/Adolescent Services

PlayReadVIP directly provides services to children and addresses the following:

• At risk for the following: challenges in early child social-emotional and cognitive language development, disruptive behavior, mental health concerns, low literacy, and lack of school readiness

Parent/Caregiver Services

PlayReadVIP directly provides services to parents/caregivers and addresses the following:

• At risk for challenges in interactions with their child and in early relational health, together with parenting stress, harsh discipline, caregiver depressive symptoms, stressors related to poverty more broadly, and limited access to developmental materials for the child (toys and books)

Recommended Intensity

Brief, ~25-minute sessions, 1-3 times per year

Recommended Duration

Flexible, with any duration from one single visit up to visits throughout the first 3 years of the child’s life; extension also available through age 5 years

Delivery Settings

This program is typically conducted in a(n):

• Community Daily Living Setting
• Community-based Agency / Organization / Provider
• Outpatient Clinic
• Virtual (Online, Smartphone, Zoom, Telephone, Video, etc.)

Homework

This program does include a homework component.

In the session, caregivers create a ‘Plan for Home,’ where they make plans for ongoing engagement with their child at home. Parents keep the toy or book and a Parent Guide with their session notes.created during the session are made available via the electronic medical record or other methods approved by the site’s IT (e.g., a USB drive, secure link, or DVD). Alternatively, the video can be made directly on the parent’s phone. Parents are encouraged to continue utilizing the materials and skills at home, building on the goals they set for themselves during the session. They also are encouraged to share their video and other materials with other family members.

Languages

PlayReadVIP has materials available in the following languages other than English:

• Spanish

For information on which materials are available in this language, please check on the program's website or contact the program representative (contact information is listed in this page).

Co-developed in English and Spanish and available in multiple languages.

Resources Needed to Run Program

The typical resources for implementing the program are:

• Computer or tablet, video camera or smartphone with larger external screen available for playback as needed
• PlayReadVIP Coach who delivers the program
• A designated “PlayReadVIP Champion,” typically a member of the clinic team, to help supervise the program and collaborate with PlayReadVIP National Center
• Designated space for program delivery
• Program learning materials
• Storage space for program materials (e.g. toys, books, technology)

Prerequisite/Minimum Provider Qualifications

Service providers: PlayReadVIP Coaches: Typically, bachelor’s or associate’s degree with additional experience, most often from the community being served (including community health workers)

Supervisors: Typically, bachelor’s level or above master’s degree or other advanced training (e.g., LWS, MD, PhD)

Manual Information

There is a manual that describes how to deliver this program.

Program Manual(s)

Manual details:

• Mendelsohn, A. L., Berkule Johnson, S., Cates, C. B., Custode, A., Matalon, M., Weisleder, A., Seery, A., Kinsner, K., Flynn, V., & Dreyer, B. P. (2021). Video Interaction Project (VIP) – Program manual. NYU Grossman School of Medicine.

The manual is provided to sites by the PlayReadVIP National Center as part of the program implementation process.

Training Information

There is training available for this program.

Training Contact

Training Type/Location:

The PlayReadVIP National Center at NYU Grossman School of Medicine provides training/certification for PlayReadVIP Coaches and Technical Assistance for sites. PlayReadVIP Coach training is provided onsite at NYU Grossman School of Medicine or virtually for small or large groups. Trainings are interactive with a blend of full-group and small-group discussions. Additional training is provided through shadowing and co-leading PlayReadVIP sessions, followed by a written examination. PlayReadVIP Coaches receive certification through completion of training and observation of competence based on a rubric of skills and behaviors. Ongoing, monthly supervision is conducted after certification, either in-person or remotely.

The PlayReadVIP National Center also provides technical support for implementation. This support takes place before and after program launch. Ongoing technical support is provided virtually or in person as needed.

Number of days/hours:

Initial training is delivered through a 3-day workshop. This is followed by a minimum of 15 hours of shadowing, co-leading, and leading sessions under supervision. Following certification, there are ongoing monthly supervision meetings for maintenance of certification with a PlayReadVIP Trainer from the National Center (1 hour every month for the first two years, and 1 hour every other month after that).

Pre-Implementation Materials

There are pre-implementation materials to measure organizational or provider readiness for PlayReadVIP as listed below.

Interested sites, providers, or organizations can obtain pre-implementation materials from the PlayReadVIP National Center and can engage in pre-implementation conversations to learn more about the implementation process, discuss the site’s and community’s needs, and develop initial implementation goals. The PlayReadVIP National Center provides technical assistance related to implementation, training, and coach certification, to all new sites, including support before and after the launch. The Center also utilizes an onboarding tool to help guide sites through the onboarding process, which may be modified to fit the unique needs of each site as appropriate.

For these materials or other inquiries from interested sites or providers, please contact the Training Contact above or sign up for more information on the PlayReadVIP website.

Formal Support for Implementation

There is formal support available for implementation of PlayReadVIP as listed below:

Formal implementation support is required and provided through Technical Assistance from the PlayReadVIP National Center. This includes launch support throughout the whole process, support for development of an implementation plan, coach training and certification, provision of learning materials used in the program, regular check-in meetings, regular fidelity review, email correspondence, ongoing maintenance support, and evaluation. In addition, ongoing supervision, continued education opportunities, and peer learning opportunities are provided for PlayReadVIP Coaches.

Fidelity Measures

There are fidelity measures for PlayReadVIP as listed below:

Fidelity is monitored through:

1. Self-report structured 0-3 PlayReadVIP Checklist, completed by coaches for each visit
2. Observation of sessions, either in real-time or through review of recorded sessions, and assessed utilizing a formal rubric and scoresheet
3. Program metrics related to the number of sessions completed and the delivery of program components during each session

For more information, please contact the Training Contact above.

Established Psychometrics

Piccolo, L. R., Roby, E., Canfield, C. F., Seery, A. M., Weisleder, A., Cates, C. B., Tutasig, L., Matalon, M., Custode, A., Rodriguez, L., & Mendelsohn, A. L. (2024). Supporting responsive parenting in real-world implementation: minimal effective dose of the Video Interaction Project. Pediatric Research, 95(5), 1295–1300. https://doi.org/10.1038/s41390-023-02916-4

Fidelity Measures Required

Fidelity Measures are required in the implementation of this program.

Implementation Guides or Manuals

There are implementation guides or manuals for PlayReadVIP as listed below:

• Custode, A., Seery, A., Kinsner, K., & Mendelsohn, A. L. (2022). Video Interaction Project (VIP) implementation manual for sites. NYU Grossman School of Medicine.

The Implementation Manual guides the implementation and maintenance of a PlayReadVIP site before and after program launch. The areas of focus include oversight during the pre-launch period, an overview of the coach’s training and suggestions for support, guidance for integration of the program into a site’s existing workflow, an overview of PlayReadVIP’s fidelity metrics, and general guidance on best practices with program delivery.

For more information, please contact the Training Contact above.

Implementation Cost

There have been studies of the costs of implementing PlayReadVIP which are listed below:

Mendelsohn, A. L., Cates, C. B., Huberman, H. S., Berkule-Johnson, S., Govind, P., Kincler, N., Rohatgi, R., Weisleder, A., Trogen, B., & Dreyer, B. P. (2020). Assessing impacts of pediatric primary care parenting interventions on early intervention referrals through linkage with a public health dataset. Journal of Early Intervention, 42(1), 69–82. https://doi.org/10.1177/1053815119880597

Mendelsohn, A., Cates, C. B, Weisleder, A., Berkule Johnson, S., Seery, A, Canfield, C., Huberman, H., & Dreyer, B. (2018). Reading aloud, play, and social-emotional development. Pediatrics, 141(5), Article e20173393. https://doi.org/10.1542/peds.2017-3393

Piccolo, L. R., Roby, E., Canfield, C. F., Seery, A. M., Weisleder, A., Cates, C. B., Tutasig, L., Matalon, M., Custode, A., Rodriguez, L., & Mendelsohn, A. L. (2024). Supporting responsive parenting in real-world implementation: Minimal effective dose of the Video Interaction Project. Pediatric Research, 95, 1295–1300. https://doi.org/10.1038/s41390-023-02916-4

Research on How to Implement the Program

Research has been conducted on how to implement PlayReadVIP as listed below:

Canfield, C. F., Miller, E. B., Zhang, Y., Shaw, D., Morris, P., Galan, C., & Mendelsohn, A. L. (2023). Tiered universal and targeted early childhood interventions: Enhancing attendance across families with varying needs. Early Childhood Research Quarterly, 63(2^nd Quarter), 362-369. https://doi.org/10.1016/j.ecresq.2023.01.004

Chen, Y., Canfield, C. F., Finegood, E. D., Gutierrez, J., Milton, A., Loney, K., O’Connell, L. K., & Mendelsohn, A. (2026). Family engagement in an early childhood preventive parenting program: Innovative methods for examining sociodemographic, psychosocial, and contextual predictors. Prevention Science, 27, 208–220. https://doi.org/10.1007/s11121-025-01873-0

Miller, E. B., Canfield, C. F., Morris, P. A., Shaw, D. S., Cates, C. B., & Mendelsohn, A. L. (2020). Sociodemographic and psychosocial predictors of VIP attendance in smart beginnings through 6 months: Effectively targeting at-risk mothers in early visits. Prevention Science, 21, 120-130. https://doi.org/10.1007/s11121-019-01044-y

Piccolo, L. R., Roby, E., Canfield, C. F., Seery, A. M., Weisleder, A., Cates, C. B., Tutasig, L., Matalon, M., Custode, A., Rodriguez, L., & Mendelsohn, A. L. (2024). Supporting responsive parenting in real-world implementation: Minimal effective dose of the Video Interaction Project. Pediatric Research, 95, 1295–1300. https://doi.org/10.1038/s41390-023-02916-4

Child Welfare Outcome: Child/Family Well-Being

“What is included in the Relevant Published, Peer-Reviewed Research section?”

• Mendelsohn, A. L., Dreyer, B. P., Flynn, V., Tomopoulos, S., Rovira, I., Tineo, W., Pebenito, C., Torres, C., Torres, H., & Nixon, A. F. (2005). Use of videotaped interactions during pediatric well-child care to promote child development: A randomized, controlled trial. Journal of Developmental & Behavioral Pediatrics, 26(1), 34–41. https://pubmed.ncbi.nlm.nih.gov/15718881/

  Type of Study: Randomized controlled trial

  Participants: 93

  Sample / Population:

  • Age — Children: Not specified; Parents: Maternal education less than 7 years: VIP: Mean=26.5 years; Control: Mean=26.4 years; Maternal education more than or equal to 7 years: VIP: Mean=28.0 years; Control: Mean=27.8 years
  • Race/Ethnicity — Children: 100% Latino; Parents: 100% Latino
  • Gender — Children: Maternal education less than 7 years: VIP: 46% Female; Control: 48% Female; Maternal education more than or equal to 7 years: VIP: 19% Female; Control: 30% Female; Parents: 100% Female
  • Status —

    Participants were children at risk of developmental delay on the basis of poverty and low maternal education.

  Location/Institution: New York University School of Medicine & Bellevue Hospital Center

  Summary:

  The purpose of the study was to assess the impact of the Video Interaction Project (VIP) [now called PlayReadVIP], a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. Participants were randomized to either a VIP or a no-treatment control group. Measures utilized include the Center for Epidemiological Studies Depression Scale, Bayley Scales of Infant Development 2nd Edition – Mental Development Index (MDI), Preschool Language Scale–3 (PLS-3), and Caregiver-Child Interaction Rating Scale. Results indicate that the impact on cognitive and language development at 21 months of age differed depending on the level of maternal education; the VIP was found to have a moderate impact on children whose mothers had between seventh and 11th-grade education but little impact on children whose mothers had sixth grade or lower education. Limitations include high attrition rate, concerns over homogeneity of the demographic that could cause bias, and unclear length of follow-up.

  Length of controlled postintervention follow-up: None.

• Mendelsohn, A. L., Valdez, P. T., Flynn, V., Foley, G. M., Berkule, S. B., Tomopoulos, S., Fierman, A. H., Tineo, W., & Dreyer, B. P. (2007). Use of videotaped interactions during pediatric well-child care: Impact at 33 months on parenting and on child development. Journal of Developmental and Behavioral Pediatrics, 28(3), 206–212. https://doi.org/10.1097/DBP.0b013e3180324d87

  Type of Study: Randomized controlled trial

  Participants: 99

  Sample / Population:

  • Age — Children: Mean=33.6 months.
  • Race/Ethnicity — 100% Latino
  • Gender — Children: VIP: 40% Female; Control: 36% Female
  • Status —

    Participants were children at risk of developmental delay based on poverty and low maternal education.

  Location/Institution: Participants were children at risk of developmental delay based on poverty and low maternal education.

  Summary:

  The study used the same sample as Mendelsohn et al. 2005. The purpose of the study was to assess the impact of the Video Interaction Project (VIP) [now called PlayReadVIP], a program based in pediatric primary care in which videotaped interactions are used by child development specialists to promote early child development. Participants were randomized to the VIP intervention or a control group. Measures utilized include the StimQ-Toddler, the Parenting Stress Index–Short Form, the Center for Epidemiological Studies–Depression Scale, the MDI of Bayley Scales of Infant Development–Second Edition, the Preschool Language Scale–3 (PLS-3), and the Child Behavior Checklist (CBCL) for ages 1½ to 5 years. Results indicate that VIP was associated with improved parenting practices at 33 months of age, including increased teaching behaviors. VIP was associated with lower levels of parenting stress, and VIP children were more likely to have normal cognitive development and less likely to have developmental delays than children in the control group. Limitations include sample attrition and the inability to determine the individual importance of each component of VIP.

  Length of controlled postintervention follow-up: None.

• Mendelsohn, A. L., Dreyer, B. P., Brockmeyer, C. A., Berkule-Silberman, S. B., Huberman, H. S., & Tomopoulos, S. (2011). Randomized controlled trial of primary care pediatric parenting programs: Effect on reduced media exposure in infants, mediated through enhanced parent-child interaction. Archives of Pediatrics & Adolescent Medicine, 165(1), 42–48. https://doi.org/10.1001/archpediatrics.2010.266

  Type of Study: Randomized controlled trial

  Participants: 410

  Sample / Population:

  • Age — Children: Mean=6.9 months at assessment; Parents: 18 years or older
  • Race/Ethnicity — Children: Not specified; Parents: VIP: 92% Hispanic; BB: 94% Hispanic; Control: 89% Hispanic
  • Gender — Children: VIP: 53% Female; BB: 45% Female; Control: 49% Female; Parents: 100% Female
  • Status —

    Participants were mother-newborn dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: An urban public hospital pediatric primary care clinic

  Summary:

  The purpose of the study was to determine whether pediatric primary care-based programs to enhance parenting and early child development reduce media exposure and whether enhanced parenting mediates the effects. Participants were randomly assigned to 1 of 2 interventions, the Video Interaction Project (VIP) [now called PlayReadVIP] or Building Blocks (BB) interventions, or to a non-treatment control group. Measures utilized include electronic media exposure in the home using a 24-hour recall diary. Results indicate that the mean exposure at 6 months was 146.5 (125.0) min/d. Exposure to VIP was associated with reduced total duration of media exposure compared with the BB and control groups. Enhanced parent-child interactions were found to partially mediate relations between VIP and media exposure for families with a ninth-grade or higher literacy level. Limitations include the possibility that data collected via the 24-hour recall diary tool covers only 1 typical day and may underestimate quantity of media in the home, concerns over generalizability due to study demographic, and high attrition rate.

  Length of controlled postintervention follow-up: None.

• Mendelsohn, A. L., Huberman, H. S., Berkule, S. B., Brockmeyer, C. A., Morrow, L. M., & Dreyer, B. P. (2011). Primary care strategies for promoting parent-child interactions and school readiness in at-risk families: the Bellevue Project for Early Language, Literacy, and Education Success. Archives of Pediatrics & Adolescent Medicine, 165(1), 33–41. https://doi.org/10.1001/archpediatrics.2010.254

  Type of Study: Randomized controlled trial

  Participants: 410

  Sample / Population:

  • Age — Children: Mean=6.9 months at assessment; Parents: 18 years or older
  • Race/Ethnicity — Children: Not specified; Parents: VIP: 92% Hispanic; BB: 94% Hispanic; Control: 89% Hispanic
  • Gender — Children: VIP: 53% Female; BB: 45% Female; Control: 49% Female; Parents: 100% Female
  • Status —

    Participants were mother-child dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: An urban public hospital

  Summary:

  The purpose of the study was to determine the effects of pediatric primary care interventions on parent-child interactions in families with low socioeconomic status. Participants were randomized to either 1) Video Interaction Project (VIP) [now called PlayReadVIP], 2) Building Blocks (BB), or 3) a non-treatment control group. Measures utilized include the StimQ-Infant and a 24-hour shared reading recall diary. Results indicate that at child age 6 months the VIP group had a higher increased StimQ score and more reading activities compared to the control group. The BB group also had an increased overall StimQ score compared with the control group. The greatest effects for the VIP group were found for mothers with a ninth-grade or higher reading level. Limitations include high attrition rate; the reliance on parent report for the outcomes, which may be subject to bias; and concerns over generalizability due to the primarily first-generation Hispanic/Latino immigrant sample.

  Length of controlled postintervention follow-up: None.

• Berkule, S. B., Cates, C. B., Dreyer, B. P., Huberman, H. S., Arevalo, J., Burtchen, N., Weisleder, A. & Mendelsohn, A. L. (2014). Reducing maternal depressive symptoms through promotion of parenting in pediatric primary care. Clinical Pediatrics, 53(5), 460–469. https://doi.org/10.1177/0009922814528033

  Type of Study: Randomized controlled trial

  Participants: 407

  Sample / Population:

  • Age — Children: Mean=6.9 months at assessment; Parents: VIP: Mean=27.52 years; BB: Mean=26.79 years; Control: Mean=27.76 years
  • Race/Ethnicity — Children: Not specified; Parents: VIP: 91% Latina; BB: 95% Latina; Control: 93% Latina
  • Gender — Children: VIP: 54% Female; BB: 52% Female; Control: 50% Female; Parents: 100% Female
  • Status —

    Participants were mother-child dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: Bellevue Hospital Center, New York

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to study the associations of two pediatric primary care interventions promoting parental responsiveness and maternal depressive symptoms among low-income mothers. Participants were randomized to either 1) Video Interaction Project (VIP) [now called PlayReadVIP], 2) Building Blocks (BB), or 3) a non-treatment control group. Measures utilized include the Patient Health Questionnaire (PHQ-9), StimQ-Infant, and interviews with the mothers. Results indicate that at child age 6 months rates of mild depressive symptoms were significantly lower for VIP and BB than for control group members. Moderate depressive symptoms were significantly lower for VIP compared to controls. Mean PHQ-9 scores differed across the 3 groups, with VIP mothers scoring significantly lower than control group mothers. Parent–child interactions partially mediated VIP-associated reductions in depressive symptoms. Limitations include high attrition rate; depressive symptoms and parental responsiveness were assessed concurrently and as a result it cannot be determined whether improved interactions resulted in reduced depressive symptoms or vice versa, or whether impacts were bidirectional; and finally concerns over generalizability due to a predominantly Hispanic, immigrant, and/or Spanish-speaking sample.

  Length of controlled postintervention follow-up: None.

• Canfield, C. F., Weisleder, A., Cates, C. B., Huberman, H. S., Dreyer, B. P., Legano, L. A., Johnson, S. B., Seery, A., & Mendelsohn, A. L. (2015). Primary care parenting intervention and its effects on the use of physical punishment among low-income parents of toddlers. Journal of Developmental and Behavioral Pediatrics, 36(8), 586–593. https://doi.org/10.1097/DBP.0000000000000206

  Type of Study: Randomized controlled trial

  Participants: 438

  Sample / Population:

  • Age — Children: 14 months–2 years; Parents: 18 years or older
  • Race/Ethnicity — Children: Not specified; Parents: VIP: 94% Hispanic; BB: 95% Hispanic; Control: 92% Hispanic
  • Gender — Children: VIP: 45% Male; BB: 53% Male; Control: 46% Male; Parents: 100% Female
  • Status —

    Participants were mother-child dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: An urban public hospital

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to assess the impact of two early primary care parenting interventions—the Video Interaction Project (VIP), [now called PlayReadVIP], and Building Blocks (BB)—on the use of physical punishment among low-income parents of toddlers, and to also determine whether the impact was mediated through increases in responsive parenting and decreases in maternal psychosocial risk. Participants were randomized to either 1) VIP, 2) BB, or 3) a non-treatment control group. Measures utilized include the Socolar Discipline Survey, Patient Health Questionnaire (PHQ-9), Dysfunctional Parent-Child Interaction Subscale, and Stim-Q Infant. Results indicate that VIP was associated with lower physical punishment scores at 24 months of age as compared to BB and controls. In addition, fewer VIP parents reported ever using physical punishment as a disciplinary strategy. Significant indirect effects were found for both responsive parenting and maternal psychosocial risk, indicating that the VIP affects these behaviors and risk factors, and that this is an important pathway through which the VIP affects the parents’ use of physical punishment. Limitations include lack of long-term follow-up for all groups and concerns over generalizability due to a predominantly Latino, immigrant, and/or low socioeconomic sample.

  Length of controlled postintervention follow-up: None.

• Cates, C. B., Weisleder, A., Dreyer, B. P., Johnson, S. B., Vlahovicova, K., Ledesma, J., & Mendelsohn, A. L. (2016). Leveraging healthcare to promote responsive parenting: Impacts of the Video Interaction Project on parenting stress. Journal of Child and Family Studies, 25(3), 827–835. https://doi.org/10.1007/s10826-015-0267-7

  Type of Study: Randomized controlled trial

  Participants: 378 mother-child dyads

  Sample / Population:

  • Age — Children: Newborn at time of enrollment; Parents: VIP: Mean=27.16 years; Control: Mean=27.64 years
  • Race/Ethnicity — Children: Not specified; Parents: 100% Hispanic
  • Gender — Children: VIP: 53% Female; Control: 49% Female; Parents: 100% Female
  • Status —

    Participants were mother-newborn dyads planning to receive pediatric primary care at the same inner-city public hospital where the child was born

  Location/Institution: Bellevue Hospital Center, New York

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to determine impacts of a pediatric primary care intervention, the Video Interaction Project (VIP) [now called PlayReadVIP], on 3-year trajectories of parenting stress related to parent–child interactions in low socioeconomic status families. Participants were randomly assigned to VIP, Building Blocks, or a non-treatment control group; the study reports on data from the VIP and control groups only. Measures utilized include the Parent–Child Dysfunctional Interaction (P-CDI) subscale of the Parenting Stress Index—Short Form. Results indicate that group differences emerged at 6 months with VIP associated with lower parenting stress at three of the four ages when examined cross-sectionally and an 17.7 % reduction in parenting stress overall during the study period. Limitations include the limited number of assessments performed at 14 months and that results at each assessment point were solely based on parent report, which can be subject to biases.

  Length of controlled postintervention follow-up: None.

• Weisleder, A., Cates, C. B., Dreyer, B. P., Johnson, S. B., Huberman, H. S., Seery, A. M., Canfield, C. F., & Mendelsohn, A. L. (2016). Promotion of positive parenting and prevention of socioemotional disparities. Pediatrics, 137(2), Article e20153239. https://doi.org/10.1542/peds.2015-3239

  Type of Study: Randomized controlled trial

  Participants: 463 mother-child dyads

  Sample / Population:

  • Age — Children: 14 months–3 years; Parents: less than 21 years
  • Race/Ethnicity — Children: Not specified; Parents: VIP: 94% Hispanic; BB: 96% Hispanic; Control: 92% HispanicChildren: Not specified; Parents: VIP: 94% Hispanic; BB: 96% Hispanic; Control: 92% Hispanic
  • Gender — Children: Not specified; Parents: 100% Female
  • Status —

    Participants were mother-child dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: Bellevue Hospital Center, New York

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to determine what effects pediatric primary care interventions focused on promotion of positive parenting through reading aloud and play, have on the socioemotional development of toddlers from low-income, primarily immigrant households. Participants were randomly assigned to Video Interaction Project (VIP) [now called PlayReadVIP], Building Blocks, or a control group. Measures utilized include three subscales from the Infant–Toddler Social and Emotional Assessment-Revised (ITSEA) and four subscales from the Parent Rating Scales of the Behavior Assessment System for Children–Second Edition (BASC-2). Results indicate that children in the VIP group scored higher than those in the control group on imitation/play and attention, and lower on separation distress, hyperactivity, and externalizing problems. Children in BB made greater gains in imitation/play compared with the control. Limitations include the lack of follow-up of the BB group after 24 months, that outcomes were based on parent report, which may be subject to bias, and concerns about generalizability beyond the primarily first-generation Hispanic/Latino immigrant sample.

  Length of controlled postintervention follow-up: None.

• Mendelsohn, A. L., Cates, C. B, Weisleder, A., Johnson, S. B., Seery, A. M., Canfield, C. F., Huberman, H. S., & Dreyer, B. P. (2018). Promotion of positive parenting and prevention of socioemotional disparities. Pediatrics, 137(2), Article e20153239. https://doi.org/10.1542/peds.2015-3239

  Type of Study: Randomized controlled trial

  Participants: 275

  Sample / Population:

  • Age — Children: Newborn at time of recruitment; Parents: Less than 21 years
  • Race/Ethnicity — Children: Not specified; Parents: VIP: 94% Hispanic, Control: 96% Hispanic
  • Gender — Children: VIP: 57% Female, Control: 51% Female; Parents: 100% Female
  • Status —

    Participants were mother-child dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: Bellevue Hospital Center, New York

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to determine impacts on social-emotional development at school entry of a pediatric primary care intervention, Video Interaction Project (VIP) [now called PlayReadVIP], promoting positive parenting through reading aloud and play. Participants were randomized postpartum to either 1) VIP 0–3, 2) Building Blocks (BB), or 3) a non-treatment control group. At 3 years, participants in the VIP 0–3 and control groups were randomized again to VIP 3–5 or another control group. Data from the Building Blocks group was not reported in this paper. Measures utilized include four subscales from the Parent Rating Scales of the Behavior Assessment System for Children, Second Edition (BASC-2)‍. Results indicate that VIP 0–3 resulted in reduced “clinically significant” Hyperactivity scores on the BASC-2. VIP 0-3 was associated with sustained reductions in Attention Problems, Hyperactivity, and Externalizing Problems at age 4.5 years, 1.5 years after completion of the program, with 59.6% relative risk reduction in meeting the Behavior Assessment System for Children (BASC) Externalizing Clinically At-Risk criterion for the overall sample. In addition, VIP 0-3 was associated with a reduction in meeting the BASC Hyperactivity Clinically Significant criterion for the overall sample. Limitations include concerns about generalizability due to the sample of largely Hispanic and/or Latino immigrants with lower socioeconomic status, the reliance on parent report of outcomes, that clinical-level Hyperactivity and/or Externalizing Behaviors on the BASC-2 do not necessarily indicate a diagnosis of attention-deficit/hyperactivity disorder, and that clinical assessments were not available for participating families.

  Length of controlled postintervention follow-up: 1.5 years.

• Weisleder, A., Cates, C. B., Harding, J. F., Johnson, S. B., Canfield, C. F., Seery, A. M., Raak, C. D., Alonso, A., Dreyer, B., P. & Mendelsohn, A. L. (2019). Links between shared reading and play, parent psychosocial functioning, and child behavior: Evidence from a randomized controlled trial. The Journal of Pediatrics, 213, 187–195. https://doi.org/10.1016/j.jpeds.2019.06.037

  Type of Study: Randomized controlled trial

  Participants: 362

  Sample / Population:

  • Age — Children: Newborn at time of enrollment; Parents: 18 years or older
  • Race/Ethnicity — Not specified
  • Gender — Not specified
  • Status —

    Participants were mother-child dyads of low socioeconomic status and primarily immigrant status.

  Location/Institution: Postpartum ward of an inner-city New York public hospital serving low-income, primarily immigrant families

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to examine whether family processes associated with the family investment pathway (e.g., parental cognitive stimulation) and the family stress pathway (e.g., mothers’ psychosocial functioning) mediated impacts of a pediatric-based preventive intervention —the Video Interaction Project (VIP) [now called PlayReadVIP] on child behavior. Participants were randomized to either 1) VIP, 2) Building Blocks (BB), or 3) a non-treatment control group. Measures utilized include the Parent Rating Scales of the Behavior Assessment System for Children–Second Edition, Stim-Q, Parent-Child Dysfunctional Interaction (P-CDI), and Patient Health Questionnaire-9. Results indicate that intervention impacts on child behavior were mediated by enhancements in cognitive stimulation and by improvements in mothers’ psychosocial functioning. A sequential mediation model showed that VIP impacts on cognitive stimulation at 6 months were associated with later decreases in mothers’ stress about the parent-child relationship and that this pathway-mediated intervention impacts child behavioral outcomes at 3 years of age. Limitations include concerns over generalizability due to demographics, loss of funding for the BB follow-up which prevented the planned long-term follow-up, analyses completed only for the VIP and control group, and reliability on self-report measures.

  Length of controlled postintervention follow-up: None.

• Roby, E., Miller, E. B., Shaw, D. S., Morris, P., Gill, A., Bogen, D. L., Rosas, J., Canfield, C. F., Hails, K. A., Wippick, H., Honoroff, J., Cates, C. B., Weisleder, A., Chadwick, K. A., Raak, C. D., & Mendelsohn, A. L. (2021). Improving parent-child interactions in pediatric health care: A two-site randomized controlled trial. Pediatrics, 147(3), Article e20201799. https://doi.org/10.1542/peds.2020-1799

  Type of Study: Randomized controlled trial

  Participants: 403

  Sample / Population:

  • Age — Children: NYC: Mean=7.2 months; Pittsburgh: Mean=7.6 months; Adults: Not specified
  • Race/Ethnicity — Children: NYC: 84% Latinx, 8% Black/African American, 6% Other, 2% Asian, and 1% White; Pittsburgh: 90% Black/African American, 5% White, 3% Other, and 2% Latinx; Adults: NYC: 84% Latinx, 8% Black/African American, 3% Asian American, 3% Other, and 2% White; Pittsburgh: 81% Black/African American, 12% White, 4% Latinx, and 3% Other
  • Gender — Children: NYC: 49% Female; Pittsburgh: 50% Female; Adults: NYC: 100% Female; Pittsburgh: 100% Female
  • Status —

    Participants were mother-infant dyads of low socioeconomic status.

  Location/Institution: New York City and Pittsburgh

  Summary:

  The purpose of the study was to assess initial Smart Beginnings (SB) impacts on parent-child activities and interactions at 6 months, reflecting early Video Interaction Project (VIP) [now called PlayReadVIP] exposure. Participants were randomized at two sites (New York City and Pittsburgh) either to VIP or a care-as-usual control group. Measures utilized include the StimQ, Parenting Your Baby Survey, Parent-Child Interaction Rating Scales – Infant Adaptation, and observations using video-recorded play. Results indicate that treatment families had increased StimQ, including total score and domains reflecting reading and teaching, and Parent-Child Interaction Rating Scales – Infant Adaptation, including a cognitive stimulation factor and domains reflecting support for cognitive development, and language quantity and quality. Limitations include the inability to show differences across the two sites and populations, resulting in exploratory subgroup analyses; confounding factors such as race and ethnicity; the study took place during a period of specific stressors for immigrant and other racial and ethnic minority families, including heightened racism and discrimination, which may have impacted enrollment and participant in assessments; and concerns over generalizability due to exclusion of high-risk populations.

  Length of controlled postintervention follow-up: None.

• Note: The following study was not included in rating PlayReadVIP on the Scientific Rating Scale.

  Cates, C. B., Weisleder, A., Johnson, S. B., Seery, A. M., Canfield, C. F., Huberman, H., Dreyer, B. P. & Mendelsohn, A. L. (2018). Enhancing parent talk, reading, and play in primary care: Sustained impacts of the Video Interaction Project. The Journal of Pediatrics, 199, 49–56. https://doi.org/10.1016/j.jpeds.2018.03.002

  Summary:

  The study used the same sample as Mendelsohn et al. (2011). The purpose of the study was to determine the early impacts of pediatric primary care parenting interventions on parent cognitive stimulation in low socioeconomic status families and whether these impacts are sustained up to 1.5 years after program completion. Participants were randomized to either 1) Video Interaction Project (VIP), 2) Building Blocks (BB), or 3) a non-treatment control group. Measures utilized include the age-appropriate versions of the StimQ and coding of videotaped shared book reading interactions. Results indicate that VIP was associated with enhanced reading, parent verbal responsivity, and overall stimulation at all assessment points. Limitations include that the BB group was not followed after 24 months, the reliance on parent self-report measures at most time points, and concerns about generalizability of the results beyond the primarily first generation, Hispanic/Latina immigrant female sample. Note: This article was not used in the rating process since it did not look at direct outcomes specified in the Infant and Early Childhood Mental Health (Birth to 5) or Parent Training Programs that Address Child Abuse and Neglect topic area definitions.

• Garner, A., Yogman, M., & Committee on Psychosocial Aspects of Child and Family Health, Section on Developmental and Behavioral Pediatrics, Council on Early Childhood. (2021). Preventing childhood toxic stress: Partnering with families and communities to promote relational health. Pediatrics, 148(2), Article e2021052582. https://doi.org/10.1542/peds.2021-052582

• Klass, P., Mendelsohn, A. L., Hutton, J. S., Dunlap, M., Anderson, A. T., High, P. C., & Navsaria, D. (2024). Literacy promotion: an essential component of primary care pediatric practice: Technical report. Pediatrics, 154(6), Article e2024069091. https://doi.org/10.1542/peds.2024-069091

• National Academies of Sciences, Engineering, and Medicine; Division of Behavioral and Social Sciences and Education; Board on Children, Youth, and Families; Committee on the Early Relational Health Determinants of Future Health and Well-Being, Backes, E. P., & Willis, D. (Eds.). (2025). Early relational health: Building foundations for child, family, and community well-being. National Academies Press (US). https://doi.org/10.17226/29234