Children in extreme poverty lack adequate care and face increased health risks. The earlier poverty strikes in the developmental process, the more deleterious and long-lasting its effects. There is, however, growing evidence that early interventions can prevent the negative consequences. Such interventions are effective, particularly when they are of high quality, organized at home and parents are involved. Recently, baseline assessment of developmental and nutritional status of SOS children and children in extreme poverty in Jimma region of South-West Ethiopia revealed that these children have developmental problems in language, motor, social-emotional skills and nutritional status. The impact of play-oriented stimulation activities integrated into the existing SOS basic program, on developmental outcomes, has never been investigated in this context. The main objective of the study is, therefore, to evaluate the impact of play-oriented stimulation integrated into the basic SOS program on the developmental outcomes of children living with foster families. This was done by comparing the intervention children with their age-matched children (control), not receiving the stimulation package. It was hypothesized that this package would significantly improve the developmental skills of these children.
Study Type
INTERVENTIONAL
Allocation
RANDOMIZED
Masking
SINGLE
Enrollment
78
The age-matched control children received the basic services such as family-home, food, clothing, health care, protection and education. However, they were not provided with the play-based developmental stimulation.
Children in the intervention group received basic services such as family-home, food, clothing, health care, protection and education for older children. In addition, there received play-based developmental stimulation integrated into the services.
Ghent University
Ghent, Belgium
2. Jimma University
Jimma, Ethiopia
Personal-social outcome
Denver II-Jimma was used to test personal-social outcome and performance ratio was calculated for analysis
Time frame: baseline
Personal-social outcome
Denver II-Jimma was used to test personal-social outcome and performance ratio was calculated for analysis
Time frame: month 3
Personal-social outcome
Denver II-Jimma was used to test personal-social outcome and performance ratio was calculated for analysis
Time frame: month 6
fine motor outcome
Denver II-Jimma was used to test fine motor outcome and performance ratio was calculated for analysis
Time frame: baseline
fine motor outcome
Denver II-Jimma was used to test fine motor outcome and performance ratio was calculated for analysis
Time frame: 3 months
fine motor outcome
Denver II-Jimma was used to test fine motor outcome and performance ratio was calculated for analysis
Time frame: 6 months
gross motor outcome
Denver II-Jimma was used to test gross motor outcome and performance ratio was calculated for analysis
Time frame: baseline
gross motor outcome
Denver II-Jimma was used to test gross motor outcome and performance ratio was calculated for analysis
Time frame: 3 months
gross motor outcome
Denver II-Jimma was used to test gross motor outcome and performance ratio was calculated for analysis
Time frame: 6 months
language outcome
Denver II-Jimma was used to test language outcome and performance ratio was calculated for analysis
Time frame: baseline
language outcome
Denver II-Jimma was used to test language outcome and performance ratio was calculated for analysis
Time frame: 3 months
language outcoome
Denver II-Jimma was used to test language outcome and performance ratio was calculated for analysis
Time frame: 6 months
Social-emotional outcome
Ages and Stages Questionnaires: Social Emotional (ASQ: SE) was used to measure social-emotional development of the children
Time frame: baseline
Social-emotional outcome
Ages and Stages Questionnaires: Social Emotional (ASQ: SE) was used to measure social-emotional development of the children
Time frame: 3 months
Social-emotional outcome
Ages and Stages Questionnaires: Social Emotional (ASQ: SE) was used to measure social-emotional development of the children
Time frame: 6 months
weight
A child's weight was measured by using a calibrated electronic weighing scale.
Time frame: baseline
weight
A child's weight was measured by using a calibrated electronic weighing scale.
Time frame: 3 months
weight
A child's weight was measured by using a calibrated electronic weighing scale.
Time frame: 6 months
Height
For children under two years of age, a length measuring board on a flat table was used. For children under two years of age, a length measuring board on a flat table was used. The height of a child above two years of age was measured by using a portable stadiometer.
Time frame: baseline
Height
For children under two years of age, a length measuring board on a flat table was used. The height of a child above two years of age was measured by using a portable stadiometer.
Time frame: 3 months
Height
For children under two years of age, a length measuring board on a flat table was used. The height of a child above two years of age was measured by using a portable stadiometer.
Time frame: 6 months
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