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Journal of Early Intervention
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Impact of Community Mentors on Maternal Behaviors and Child Outcomes

Susan E. Dieterich

University of Texas Medical School - Houston, sdieterich{at}uth.tmc.edu

Susan H. Landry

University of Texas Medical School - Houston

Karen E. Smith

University of Texas Medical Branch - Galveston

Paul R. Swank

University of Texas Medical School - Houston

Heather M. Hebert

University of Texas Medical School - Houston

Play and Learning Strategies (PALS), a research-based parent education and support program, was delivered to families with low income via home visiting using a facilitator. Facilitators completed 12 home visits addressing responsive parenting, behavioral support, language stimulation, and support of attentional skills. This report compares PALS to M-PALS, a program that included a community mentor in addition to a facilitator. Community mentoring provided modeling of parenting skills and supportive services to decrease external stressors for mothers. Mothers who participated in the M-PALS and PALS programs for longer durations demonstrated more responsive behaviors. Mothers in the M-PALS program also had greater increases in verbal scaffolding and their children showed greater gains in cognitive scores. Verbal scaffolding was a mediating factor for child cognitive outcomes. Mentoring impacted child changes indirectly and should be studied further to determine other beneficial functions mentors might serve.

Journal of Early Intervention, Vol. 28, No. 2, 111-124 (2006)
DOI: 10.1177/105381510602800203
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