Lind, T. (2017). Intervening to enhance emotion regulation: Early childhood adversity, parent-child mutual positive affect, and later child regulation capabilities (Publication No. 1972774602) [Doctoral dissertation, University of Delaware]. ProQuest Dissertations and Theses.

Citation Year
Used in Implementation Reports
Study Participants

In this study, parent-child dyads were randomly assigned to ABC-Infant or a comparison group that also received home visits. The study recruited parents who had been referred to Child Protective Services for potential maltreatment of a child less than 24 months old and were still living with their child through a foster care diversion program. A total of 212 children were enrolled and randomized to the treatment and comparison groups. The analytic sample for this study was 107 parent-child dyads who participated in a follow-up assessment when the child was 24 months old and 81 who participated in a follow-up assessment when the child was 8 years old. Children were mostly African American (about 60 percent) and were an average of 9.9 months old at baseline. At baseline, most mothers in the study did not have a high school diploma (60 percent in the ABC-Infant group; 65 percent in the comparison group) and had household incomes less than $10,000 (68 percent ABC-Infant; 77 percent comparison). At the 24-month follow-up, the average age of mothers was 28.8 years old (ABC-Infant) and 26.7 years old (comparison group).


Philadelphia, PA

Home Visiting Services

ABC-Infant consisted of 10 weekly hour-long home visits. The sessions focused on five topic areas: providing nurturance, following the child’s lead, refraining from frightening behavior, parents recognizing the effect of their own childhood experiences on their parenting behavior, and learning the importance of touch and children’s emotions. Across all sessions, parent trainers engaged parents in structured activities with their children and then provided feedback on observations of participants’ parenting behavior, both in real-time and by playing back video recordings from the sessions. 

Comparison Conditions

Comparison families received Developmental Education for Families (DEF) in home visits that were the same duration (10 hour-long sessions) and frequency (weekly) as ABC-Infant. DEF was designed to enhance cognitive and linguistic development. For this study, DEF was adapted to exclude components related to parental sensitivity.

Staff Characteristics and Training

Not reported.

Author Affiliation

The author’s dissertation advisor is Mary Dozier, who is a developer of the ABC home visiting model.

Funding Sources

This research was supported by Award Number RO1MH074374 from the National Institute of Mental Health.

Study Reg

Clinicaltrials.gov Identifier: None found. Study registration was assessed by HomVEE beginning with the 2014 review.

Confounding Factors
Baseline Equivalence
Established on race/ethnicity and SES; outcomes not feasible to assess at baseline
Screening Decision
Passes screens