right@home: Neurocognitive development
| Trial phase | Antenatal screening | Antenatal Enrolment and Baseline | Randomisation | 6 w old follow-up | 6 m old follow-up | 1 y old follow-up | 18 m old follow-up | 2 y old follow-up | End Phase 1 | 2.5 y old follow-up | 3 y old follow-up | 3.5 y old follow-up | 4 y old follow-up | 4.5 y old follow-up | 5 y old follow-up | 5.5 y old follow-up | First year of school follow-up (5-6 y old) | 6 y old follow-up | *COVID-19 Supplement (6-7 y old) | End Phase 2 |
|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|---|
| Year | 2013-2014 | 2013-2014 | 2013-2014 | 2013-2014 | 2013-2015 | 2014-2015 | 2014-2016 | 2015-2016 | 2015-2017 | 2016-2017 | 2016-2018 | 2017-2018 | 2017-2019 | 2018-2019 | 2018-2020 | 2019-2021 | 2019-2020 | 2020 | ||
| Attention | O:NFICAT | O:NFICAT | ||||||||||||||||||
| Executive function | O:NFICAT | O:NFICAT | T:CHEXI | P:CHEXI | ||||||||||||||||
| Play/object use | P:CSBS-DP-ITC 1 | |||||||||||||||||||
| Language | P:SDV 2 O:SDV 3 |
P:CSBS-DP-ITC 1 O:SDV 3 |
O:CELF-P2 4 | O:CELF-P2 4 O:SEAPART |
O:CELF-P2 4 O:SEAPART |
T:LSAC 5 | ||||||||||||||
| Gestures | P:CSBS-DP-ITC 1 |
Featured measurements
CDI-WG: MacArthur-Bates Communicative Development Inventories (Words and Gestures)CELF-P2: Clinical Evaluation of Language Fundamentals Preschool - Second Edition, Australian and New Zealand Standardised Edition
CHEXI: Childhood Executive Functioning Inventory
CSBS-DP-ITC: Communication and Symbolic Behavior Scales Developmental Profile Infant-Toddler Checklist
ELVS: Early Language in Victoria Study derived
LSAC: Longitudinal Study of Australian Children derived
NFICAT: National Institutes of Health (NIH) Toolbox Flanker Inhibitory Control and Attention Test
SDV: Study Devised Variable
SEAPART: School Entry Alphabetic and Phonological Awareness Readiness Test - Standardised Scoring
Notes
1 6 items from the CSBS-DP-ITC were used
2 Study-devised 8-item language module, drawing from ELVS, CDI-WG and CSBS-DP-ITC
3 5 minute videos of unstructured play were analysed to measure maternal-child interactions (maternal responsive behaviours). Technique adapted from: Levickis, P., Reilly, S., Girolametto, L., Ukoumunne, O.C. and Wake, M. (2014). Maternal behaviors promoting language acquisition in slow-to-talk toddlers: prospective community-based study. J Dev Behav Pediatr, 35(4): 374-81. doi:10.1097/DBP.0000000000000056
4 The Sentence Structure, Word Structure, and Expressive Vocabulary subtests were used
5 A single global item was asked about language and literacy skills
Legend
| A | = Administration report abstraction |
| C | = Index child report (reporting on others) |
| L | = Linkage (to other databases) |
| M | = Medical records data abstraction |
| O | = Observation/direct assessment |
| N | = Nurse report |
| P | = Parent/primary caregiver report |
| Pe | = Peer report |
| S | = Self report |
| T | = Teacher report |
| X | = Undefined |
| X BF | = Pertaining to biological father |
| X BM | = Pertaining to biological mother |
| X C | = Pertaining to index child |
| X F | = Pertaining to father |
| X Fam | = Pertaining to family |
| X G | = Pertaining to grandparent(s) |
| X M | = Pertaining to mother |
| X P | = Pertaining to parent(s) |
| X Pa | = Pertaining to partner |
| X Pe | = Pertaining to peers |
| X Pr | = Pertaining to primary caregiver |
| X Si | = Pertaining to sibling(s) |