Researchers analysed socio-emotional outcomes from 14 to 36 month-old children in three groups: Video Interaction Project, Building Blocks and a control group.

In Video Interaction Project, dyads met with an interventionist on days of well-child visits. The interventionist facilitated interactions in play and shared reading by providing learning materials and reviewing videotaped parent-child interactions. In Building Blocks, parents were mailed parenting pamphlets and learning materials.

Researchers found that children in the Video Interaction Project group scored higher on imitation/play and attention, and lower on separation distress, hyperactivity and externalising problems. Children in the Building Blocks intervention group made greater gains in imitation/play compared with control.