Nutrition, hygiene, and stimulation education to improve growth, cognitive, language, and motor development among infants in Uganda

A cluster‐randomized trial

Datos Bibliográficos

ID15536864
AutoresGrace K M Muhoozi (0000-0001-8483-8473, University of Oslo, autor de correspondencia), Prudence Atukunda (0000-0001-8482-3036, University of Oslo), Lien My Diep (0000-0003-2086-4909, Oslo University Hospital), R K N Mwadime, Robert Mwadime (SPRING/Uganda (USAID Project) Kampala Uganda), Archileo N Kaaya (Makerere University), Anne B Skaare (0000-0001-8106-2956, University of Oslo), Tiril Willumsen (0000-0003-1089-8929, University of Oslo), Ane C Westerberg (0000-0002-7332-1951, Høyskolen Kristiania), Per Ole Iversen (0000-0003-2977-9153, Oslo University Hospital)
Año2017
Volumen14
Número2
Páginase12527-e12527
Fecha de publicación2017-09-19
Peer ReviewedSí
Open AccessSí
TipoARTICLE
RevistaMaternal and Child Nutrition (JOURNAL)
Identificadores de la revistaISSN: 1740-8695 • E-ISSN: 1740-8709
EditorialWiley (PUBLISHER • GB)
DOI10.1111/mcn.12527
PMID28925580
OpenAlexW2755900746
IdiomaEN
Citas recibidas16
Referencias citadas36

Stunting is associated with impaired cognitive and motor function. The effect of an education intervention including nutrition, stimulation, sanitation, and hygiene on child growth and cognitive/language/motor development, delivered to impoverished mothers in Uganda, was assessed. In a community-based, open cluster-randomized trial, 511 mother/children dyads aged 6-8 months were enrolled to an intervention (n = 263) or control (n = 248) group. The primary outcome was change in length-for-age z-score at age 20-24 months. Secondary outcomes included anthropometry and scores on the 2 developmental scales: Bayley Scales of Infant and Toddler Development-III and the Ages and Stages Questionnaire. There was no evidence of a difference in mean length-for-age z-score at 20-24 months between the 2 study groups: 0.10, 95% CI [-0.17, 0.36], p = .49. The intervention group had higher mean composite development scores than the controls on Bayley Scales of Infant and Toddler Development-III, the mean difference being 15.6, 95% CI [10.9, 20.2], p = .0001; 9.9, 95% CI [6.4, 13.2], p = .0001; and 14.6, 95% CI [10.9, 18.2], p = .0001, for cognitive, language, and motor composite scores, respectively. The mean difference in scores from the Ages and Stages Questionnaire were 7.0, 95% CI [2.9, 11.3], p = .001; 5.9, 95% CI [1.2, 10.3], p = .01; 4.2, 95% CI [1.7, 6.7], p = .001; 8.9, 95% CI [5.3, 12.3], p = .0001; and 4.4, 95% CI [0.0, 8.8], p = .05, for communication, gross motor, fine motor, problem solving, and personal-social development, respectively. The intervention education delivered to mothers promoted early development domains in cognitive, language, and motor development but not linear growth of small children in impoverished rural communities in Uganda. Our study showed that child development may be improved with a relatively low cost intervention strategy. This trial was registered at ClinicalTrials.gov as NCT02098031

Anthropometry · Bayley Scales of Infant Development · Cognition · Developmental psychology · Gross motor skill · Hygiene · Motor skill · Psychiatry · Psychomotor learning · Randomized controlled trial · Toddler · Child Nutrition and Feeding Issues · Child Nutrition and Water Access · Demography · Infant Development and Preterm Care · Medicine · Psychology · Internal Medicine · Pediatrics