Effects of Video-Modeling on the Interaction Skills of First-Time Fathers of Late Preterm Infants

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This study evaluated the effects of an innovative educational–behavioral intervention for first-time fathers of late preterm (34–36 weeks' gestation) infants, with the aim of enhancing the infant's environment through strengthening fathers' skills in interaction with their young infant. Using a randomized controlled trial, fathers of 111 late preterm infants were assigned to 1 of 3 groups: 2 home visits intervention (n = 46), 4 home visits intervention (n = 23), or comparison (n = 42). Baseline visits occurred when the infant was 4 months old corrected age, with outcome visits at 8 months corrected age. Intervention consisted of video-recording a father–infant play interaction and providing positive feedback and suggestions to enhance the interaction and language development. Fathers in the 4-visit group scored significantly higher than fathers in the comparison group as measured by the Parent Child Interaction Teaching Scale, Parent Total score. There were no differences between groups for scores on the Parenting Stress Index-3 or What Being the Parent of a Baby Is Like—Evaluation subscale. The video self-modeling intervention has promise for enhancing the skills of fathers of late preterm infants. Further research is needed to determine the long-term effects for the father and the child.

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