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Poor participant engagement undermines individual and public health benefits of early intervention programs. This study assessed the extent to which three types of engagement (participant enrolment, retention and involvement) were influenced by individual, program and contextual factors. Data were from a cluster randomised controlled trial (N = 1447) of a community-based parenting program, delivered at two levels of intensity (group sessions with and without individualised home coaching) conducted in Victoria, Australia. Individual (parent and family) factors and program factors were assessed by parent report and administrative records, and contextual factors by area-level population statistics. Data were analysed using multilevel logistic or linear regression models. Individual and contextual factors predicted enrolment, while family and program factors were more influential on program retention and parents’ active involvement. Provision of individualised support was important to all forms of engagement, particularly for families experiencing the greatest barriers to participation. These findings indicate that different strategies are required to effectively support families in the processes of enrolling, continuing to attend and actively participating in early intervention programs

This study evaluated the effectiveness of a group parenting intervention designed to strengthen the home learning environment of children from disadvantaged families. Two cluster randomised controlled superiority trials were conducted in parallel and delivered within existing services: a 6-week parenting group (51 locations randomised; 986 parents) for parents of infants (aged 6–12 months), and a 10-week facilitated playgroup (58 locations randomised; 1200 parents) for parents of toddlers (aged 12–36 months). Each trial had three conditions: intervention (smalltalk group-only); enhanced intervention with home coaching (smalltalk plus); and ‘standard’/usual practice controls. Parent-report and observational measures were collected at baseline, 12 and 32 weeks follow-up. Primary outcomes were parent verbal responsivity and home learning activities at 32 weeks. In the infant trial, there were no differences by trial arm for the primary outcomes at 32 weeks. In the toddler trial at 32-weeks, participants in the smalltalk group-only trial showed improvement compared to the standard program for parent verbal responsivity (effect size (ES) = 0.16; 95% CI 0.01, 0.36) and home learning activities (ES = 0.17; 95% CI 0.01, 0.38) but smalltalk plus did not. For the secondary outcomes in the infant trial, several initial differences favouring smalltalk plus were evident at 12 weeks, but not maintained to 32 weeks. For the toddler trial, differences in secondary outcomes favouring smalltalk plus were evident at 12 weeks and maintained to 32 weeks. These trials provide some evidence of the benefits of a parenting intervention focused on the home learning environment for parents of toddlers but not infants. Trial Registration: 8 September 2011; ACTRN12611000965909.

This report presents findings from the Early Home Learning Study (EHLS), a cluster randomised controlled trial (RCT) conducted by the Parenting Research Centre (PRC) between 2009 and 2012. The study was commissioned by the Department of Education and Early Childhood Development (DEECD) in recognition that children from families experiencing high levels of disadvantage are vulnerable to poorer developmental outcomes in the early years of life, particularly in relation to language and communication skills. To improve support for these children, the PRC was engaged to design, implement and evaluate a program to enhance children’s early learning at home, with an emphasis on parenting and children’s language and communication skills. The EHLS had three broad goals: 1. To improve the early learning and development foundations of babies (6 to 12 months) and toddlers (12 to 36 months) in vulnerable circumstances in up to 2,000 families. 2. To build the capacity of the existing Victorian service system to support parents in creating positive home learning experiences for their children. 3. In the Victorian context, to develop scientific knowledge of how best to support parents to create enriched home learning environments in the early years. The ‘smalltalk’ programs were community-based programs designed for parents experiencing vulnerable circumstances with children aged 6 months to 3 years. To ensure acceptability and accessibility, and for ease of implementation, smalltalk was developed for two existing service platforms: - a six-week parenting group program delivered in the Maternal and Child Health (MCH) platform for parents of children aged 6 to 12 months, and - a ten-week playgroup and parenting program delivered through the supported playgroup (SPG) platform for parents of children aged 12 to 36 months. Two models of intervention intensity were trialled in each platform: the parent group or supported playgroup alone (‘smalltalk’) or