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      Peer Counseling Promotes Appropriate Infant Feeding Practices and Improves Infant Growth and Development in an Urban Slum in Bangladesh: A Community-Based Cluster Randomized Controlled Trial

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          ABSTRACT

          Background

          Undernutrition and poor cognitive development affect many children in developing countries. Good nutrition and health care are essential for optimal child development and growth.

          Objectives

          We assessed the impact of peer counseling combined with psychosocial stimulation on feeding practices and child growth and development in slums in Bangladesh.

          Methods

          We performed a community-based cluster randomized controlled trial in selected slums; 350 mother–infant pairs were allocated to receive peer counseling on feeding practices plus psychosocial stimulation (PC + PCS; = 175) or usual health messages (control; = 175) using restricted randomization. Data were collected at enrollment and 1, 3, 5, 7, 9, and 12 mo after delivery. We collected data on infant and young child feeding practices and anthropometric measurements from birth until 12 mo to assess the main outcomes, including feeding practices and growth. We used the Bayley Scale III at 12 mo to assess child development. The effects of the PC + PCS intervention were assessed by using regression models.

          Results

          More mothers in the PC + PCS group than in the control group reported early initiation of breastfeeding (in the first hour: 89% compared with 78%, respectively; <  0.05) and exclusive breastfeeding at 5 mo (73% compared with 27%, respectively; <  0.001). Peer counseling had positively impacted infant length gain at 12 mo ( <  0.005). Children in the PC + PCS group were found to be more socially and emotionally active compared with controls at 12 mo (standardized score: 0.165 compared with −0.219, respectively; <  0.05).

          Conclusion

          Combining peer counseling with psychosocial stimulation had positive effects on infant feeding practices and growth at 12 mo and on the social–emotional development of young children. This trial was registered at clinicaltrial.gov as NCT03040375.

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          Most cited references26

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          Evidence-based interventions for improvement of maternal and child nutrition: what can be done and at what cost?

          The Lancet, 382(9890), 452-477
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            Sample size calculations for cluster randomised controlled trials with a fixed number of clusters

            Abstract Background Cluster randomised controlled trials (CRCTs) are frequently used in health service evaluation. Assuming an average cluster size, required sample sizes are readily computed for both binary and continuous outcomes, by estimating a design effect or inflation factor. However, where the number of clusters are fixed in advance, but where it is possible to increase the number of individuals within each cluster, as is frequently the case in health service evaluation, sample size formulae have been less well studied. Methods We systematically outline sample size formulae (including required number of randomisation units, detectable difference and power) for CRCTs with a fixed number of clusters, to provide a concise summary for both binary and continuous outcomes. Extensions to the case of unequal cluster sizes are provided. Results For trials with a fixed number of equal sized clusters (k), the trial will be feasible provided the number of clusters is greater than the product of the number of individuals required under individual randomisation (nI ) and the estimated intra-cluster correlation (ρ). So, a simple rule is that the number of clusters (k) will be sufficient provided: Where this is not the case, investigators can determine the maximum available power to detect the pre-specified difference, or the minimum detectable difference under the pre-specified value for power. Conclusions Designing a CRCT with a fixed number of clusters might mean that the study will not be feasible, leading to the notion of a minimum detectable difference (or a maximum achievable power), irrespective of how many individuals are included within each cluster.
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              The development of cognitive and academic abilities: growth curves from an early childhood educational experiment.

              In the Abecedarian Project, a prospective randomized trial, the effects of early educational intervention on patterns of cognitive and academic development among poor, minority children were examined. Participants in the follow-up were 104 of the original 111 participants in the study (98% African American). Early treatment was full-time, high-quality, educational child care from infancy to age 5. Cognitive test scores collected between the ages of 3 and 21 years and academic test scores from 8 to 21 years were analyzed. Treated children, on average, attained higher scores on both cognitive and academic tests, with moderate to large treatment effect sizes observed through age 21. Preschool cognitive gains accounted for a substantial portion of treatment differences in the development of reading and math skills. Intensive early childhood education can have long-lasting effects on cognitive and academic development.
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                Author and article information

                Contributors
                Journal
                Curr Dev Nutr
                Curr Dev Nutr
                cdn
                Current Developments in Nutrition
                Oxford University Press
                2475-2991
                18 June 2019
                July 2019
                18 June 2019
                : 3
                : 7
                : nzz072
                Affiliations
                [1 ]International Centre for Diarrhoeal Disease Research, Bangladesh, Dhaka, Bangladesh
                [2 ]Bangladesh Breastfeeding Foundation, Institute of Public Health, Dhaka, Bangladesh
                [3 ]Sydney School of Public Health, University of Sydney, Sydney, Australia
                Author notes
                Address correspondence to GA (e-mail: gulshan.ara@ 123456icddrb.org )
                Author information
                http://orcid.org/0000-0002-4954-0353
                http://orcid.org/0000-0002-1554-5180
                Article
                nzz072
                10.1093/cdn/nzz072
                6635820
                31334480
                03550a4e-24e8-4918-82b4-4546e4712290
                Copyright © American Society for Nutrition 2019.

                This is an Open Access article distributed under the terms of the Creative Commons Attribution Non-Commercial License ( http://creativecommons.org/licenses/by-nc/4.0/), which permits non-commercial re-use, distribution, and reproduction in any medium, provided the original work is properly cited. For commercial re-use, please contact journals.permissions@ 123456oup.com

                History
                : 12 June 2019
                : 03 January 2019
                : 14 May 2019
                Page count
                Pages: 10
                Funding
                Funded by: Stars in Global Health, Grand Challenge Canada
                Award ID: 0610-01-10
                Categories
                Original Research
                Nutrition Education

                peer counseling,psychosocial stimulation,infant feeding practices,growth,development

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