ROR Plus: Randomized Trial of a Structured Approach to Parent-Infant Reading (SHARE/STEP) and Limiting Screen Time Delivered via a Multimedia Intervention During Pediatric Well-Visits

PROJECT SUMMARY The first year of life is a time of rapid brain development where critical skills, attitudes and routines predictive of academic, relational and health outcomes are shaped. An infant's home literacy environment (HLE), including quality of parent-child (“shared”) reading, can be a major source of nurturing in these areas. Screen time in

infancy can displace parent-child interaction and impair learning. The American Academy of Pediatrics (AAP) recommends shared reading from early infancy and discouraging screen time before 18-months old. While discussion of reading occurs in primary care, it is inconsistent and shared reading during infancy is modest.

Screen time at this age is prevalent, increasing and hard to address. Reach Out and Read (ROR) provides books and guidance at well-visits from newborn to 5-years old and serves >5-million families/year. However, no structured approach to parent-infant reading has been developed. General urging to read at this age may

be ineffective and fuel anxiety and “educational” screen time, especially in families of low-socioeconomic status (SES) with less experience. The long-term goal of this project is to establish a family-friendly approach to shared reading and screen time guidance in infancy. The objective of this application is to conduct a clinical

trial of a “how-to” intervention alongside ROR compared to usual ROR, in families of low-SES. Intervention involves special children's books and videos in a new mobile app (ROR+). These introduce SHARE/STEP, a novel approach intended to enrich reading routines: Snuggle on lap, Hands on, show Affection, Respond

(Stretch words, Talk about pictures, Explore sounds, Patience), Enjoy. A children's book encourages practice at home, and 3 animated videos provide extra guidance. ROR+ also encourages parents to set goals, log daily reading and provides tips, awards and resources tailored to parent needs. Study staff will randomly enroll 93

families/group, collect Baseline data and deliver reading intervention at a Newborn, 1-month or 2-month visit. At the 6-month visit, screen time intervention will be introduced via the same approach (book, video in ROR+). Follow-up visits at 6- and 12-months will assess HLE, impression of materials, screen time and language.

Reading and usage data will be accessed from ROR+. Forty families/group will be invited to complete audio recordings measuring talk and electronic noise at home after 6- and 12-month visits using LENA devices. Our central hypothesis is that intervention will be feasible during well-visits in early infancy, useful for families and

effective to improve HLE and language and reduce screen time. The rationale is no similar intervention exists, current guidance is largely ineffective, and ROR+ is synergistic and may be scaled within the ROR program. This research is significant and innovative in that it involves a novel approach to enhance parent-infant reading

and limit screen time efficiently delivered during primary care, reinforces AAP guidelines and addresses NICHD/CDBB priority research areas. The expected outcome is successful testing of ROR+ during a critical span of cognitive, relational and brain development, providing a foundation for further research and application.