Condition category
Mental and Behavioural Disorders
Date applied
25/03/2017
Date assigned
28/03/2017
Last edited
24/08/2018
Prospective/Retrospective
Prospectively registered
Overall trial status
Ongoing
Recruitment status
No longer recruiting

Plain English Summary

Background and study aims
Children from low-income backgrounds often show lower levels of school readiness than their peers, causing them to be more likely to have school difficulties. As school preparedness is a predictor of academic success, differences in family’s social and economic backgrounds can impact the home learning environment. Children’s Centres are designed to help address these problems, and can serve disadvantaged areas. They help provide care for children as well as promote parenting skills. One parenting skill that is beneficial to a child’s development is called “dialogic book-sharing”. This is where a parent shares a picture book with a child in a way that engages the child in a two-way fluid conversation”. Research has shown that disadvantaged parents are less likely to share books with their children than other families. However, it is possible to train parents in good book-sharing practices. These methods help improve parenting and improve children’s language, attention and social behaviour. The aim of this study is to assess the impact of a book-sharing programme on parenting and child development.

Who can participate?
Children and parents aged 26-42 months old who visit Children’s Centres in Reading.

What does the study involve?
Participating families are randomly allocated to one of two groups. Families in the first group receive training in a programme of dialogic reading. This is delivered at one hour group sessions for seven weeks. The programme involves a facilitator showing parents how to support their child's interest in picture books and engage their child in a conversation about the book. Those in the second group do not receive any extra activities. All families are assessed prior to the programme, immediately after the programme and again six months after the intervention to assess the effect of the intervention on child language, attention, and social understanding, and also to assess its impact on parenting.

What are the possible benefits and risks of participating?
Participants are likely to benefit in terms of improvements in child language skills and social understanding. There are no notable risks associated with participating.

Where is the study run from?
This study is being run by the University of Reading (UK) and takes place in Children's Centres in Reading (UK).

When is the study starting and how long is it expected to run for?
March 2017 to September 2017

Who is funding the study?
Nuffield Foundation (UK)

Who is the main contact?
1. Professor Lynne Murray
lynne.murray@rdg.ac.uk
2. Dr Susie Jennings
s.e.jennings@reading.ac.uk

Trial website

Contact information

Type

Scientific

Primary contact

Prof Lynne Murray

ORCID ID

Contact details

School of Psychology and Clinical Language Sciences
The University of Reading
Whiteknights
Reading
RG6 6AL
United Kingdom
+44 (0)118 378 6302
lynne.murray@rdg.ac.uk

Type

Public

Additional contact

Dr Susie Jennings

ORCID ID

Contact details

School of Psychology and Clinical Language Sciences
The University of Reading
Whiteknights
Reading
RG6 6AL
United Kingdom
+44 (0)118 378 8523
s.e.jennings@rdg.ac.uk

Additional identifiers

EudraCT number

ClinicalTrials.gov number

Protocol/serial number

EYP/42798

Study information

Scientific title

The impact of a dialogic book-sharing training programme on child cognitive and socio-emotional development: a randomised controlled trial within UK Children's Centres

Acronym

EPICC

Study hypothesis

Compared to the control group, children of parents who have received the intervention will show greater gains in cognitive and socio-emotional functioning and the parents themselves will show benefits in their parenting.

Ethics approval

University of Reading Research Ethics Committee, 07/02/2017, ref: 17/09

Study design

Cluster randomised controlled trial

Primary study design

Interventional

Secondary study design

Cluster randomised trial

Trial setting

Community

Trial type

Other

Patient information sheet

Not available in web format, please use the contact details provided to request a patient information sheet

Condition

Child cognitive and socio-emotional development

Intervention

Families are randomly allocated to being either in the control clusters or the intervention clusters. Randomisation is done using minimisation on the basis of an index of deprivation (i.e. the Index of Multiple Deprivation) and ethnic distribution.

Intervention (index clusters): These clusters receive a manualised training programme of dialogic reading/book sharing. This involves a facilitator showing parents how to support their child's interest in picture books and engage their child in an active two-way conversation about the book. The programme is delivered to small groups of parents (around five to seven) at one hour long weekly meetings over seven weeks.

Control clusters: Families attending control Children’s Centres receive no extra activities and continue receiving the normal Centre service.

Families in control clusters are compared to those in the index clusters. Both groups take part in assessments at baseline, after the seven week intervention phase, and then again at a six month follow up. Participants are asked not to discuss the intervention with assessors or other families not receiving the intervention, until after the study.

Intervention type

Behavioural

Phase

Drug names

Primary outcome measure

1. Child Language and Executive Function Child is assessed using the Early Years Toolbox and the Communication Development Inventory at baseline, following the intervention phase, and at six month follow-up
2. Child attention is assessed using the Early Child Vigilance Task and observational analysis of play at baseline, following the intervention phase, and at six month follow-up

Secondary outcome measures

1. Child Prosocial/Externalising Behaviour is assessed using the Strengths and Difficulties Questionnaire, and direct observation during the parent-child ‘Don’t touch’ and ‘Clean Up’ tasks at baseline, following the intervention phase, and at six month follow-up
2. Child Theory of Mind is assessed using Wellman and Liu tasks at baseline, following the intervention phase and at six month follow-up
3. Child Emotional Reactivity and regulation is assessed using the Distress-Anger/Frustration component of the Laboratory Temperament Assessment Battery at baseline, following the intervention phase, and at six month follow-up
4. Parenting is assessed via observational coding of book-sharing skills and discipline during the parent-child ‘Don’t touch’ and ‘Clean Up’ tasks, and by self-report discipline questionnaire at baseline, following the intervention phase, and at six month follow-up

Overall trial start date

01/01/2017

Overall trial end date

31/12/2018

Reason abandoned (if study stopped)

Eligibility

Participant inclusion criteria

1. Family of a 26-42 month old child
2. Regularly visits a Children's Centre in Reading
3. Lives in a home where English is spoken

Participant type

Healthy volunteer

Age group

Child

Gender

Both

Target number of participants

214 child-parent pairs

Participant exclusion criteria

1. Child outside the age range at time of baseline assessment
2. English not spoken in the home
3. Disability in parent or child likely to interfere with delivery of the intervention

Recruitment start date

29/03/2017

Recruitment end date

29/09/2017

Locations

Countries of recruitment

United Kingdom

Trial participating centre

The University of Reading
School of Psychology and Clinical Language Sciences Whiteknights
Reading
RG6 6AL
United Kingdom

Trial participating centre

Hamilton Road Children's Centre
135 Bulmershe Road
Reading
RG1 5SG
United Kingdom

Trial participating centre

East Reading Childrens Centre
1A Rupert Square
Reading
RG1 3HF
United Kingdom

Trial participating centre

Katesgrove Children’s Centre
Elgar Road
Reading
RG2 0BN
United Kingdom

Trial participating centre

Caversham Children’s Centre
Amersham Road Caversham
Reading
RG4 5NA
United Kingdom

Trial participating centre

Sure Start Whitley Children’s Centre
252 Northumberland Ave,
Reading
RG2 7QA
United Kingdom

Trial participating centre

Blagdon Children’s Centre
Blagdon Road
Reading
RG2 7NT
United Kingdom

Trial participating centre

Ranikhet Children’s Centre
Spey Road
Reading
RG30 4ED
United Kingdom

Trial participating centre

Oxford Road Children’s Centre
Oxford Road
Reading
RG1 2LU
United Kingdom

Trial participating centre

Norcot Children’s Centre
82 Lyndhurst Road
Reading
RG30 6UB
United Kingdom

Trial participating centre

Southcote Children’s Centre
85 Coronation Square
Reading
RG30 3QP
United Kingdom

Trial participating centre

Coley Children’s Centre
140 Wensley Road
Reading
RG1 6DW
United Kingdom

Trial participating centre

Blagrave Children’s Centre
Tilehurst Library School Road
Tilehurst
RG31 5AS
United Kingdom

Sponsor information

Organisation

The University of Reading

Sponsor details

Whiteknights
Reading
RG6 6UA
United Kingdom

Sponsor type

University/education

Website

Funders

Funder type

Charity

Funder name

Nuffield Foundation

Alternative name(s)

Funding Body Type

private sector organisation

Funding Body Subtype

foundation

Location

United Kingdom

Results and Publications

Publication and dissemination plan

Planned publication in major peer reviewed journals and in relevant professional journals. A summary of the project's objectives, methodologies and key findings, together with recommendations for policy and practice will appear on the University of Reading website. A briefing paper for distribution to the Department of Education (specifically the Minister for Children and their policy team), the Local Government Association, Confederation of Scottish Local Authorities and the European Social network, as well as a range of early year associations/NGOs (i.e. PEEP, Save the Children, Barnardo's Action for Children, NCB) and the media will be prepared.

IPD sharing plan:
The datasets generated during and/or analysed during the current study will be stored in a publically available repository University of Reading Research Data Archive (http://researchdata.reading.ac.uk) to be made available one year after the completion of the study.

Intention to publish date

31/12/2019

Participant level data

Stored in repository

Basic results (scientific)

Publication list

2018 protocol in: https://www.ncbi.nlm.nih.gov/pubmed/30134990

Publication citations

Additional files

Editorial Notes

24/08/2018: Publication reference added. 15/08/2017: The target number of participants was changed from 300 to 214 child-parent pairs.