Pandemic babies: infant communication development in a global disaster

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dc.contributor.authorSwisterski, Mahala E. C.
dc.contributor.authorUniversity of Lethbridge. Faculty of Health Sciences
dc.contributor.supervisorCurrie, Cheryl L.
dc.contributor.supervisorGibb, Robbin L.
dc.date.accessioned2025-05-15T17:10:00Z
dc.date.available2025-05-15T17:10:00Z
dc.date.issued2025
dc.degree.levelMasters
dc.description.abstractInfant communication development is influenced by the home environment, particularly in low-income families where stressors and resource limitations are common. This thesis investigates the impact of two key factors (pandemic unemployment benefits and reading frequency) on infant communication development during the COVID-19 pandemic. Data were drawn from the Baby’s First Years Study, a longitudinal study of approximately 600 mother-infant dyads living in low-income households across several U.S. cities. Chapter two examined whether pandemic unemployment benefits were associated with communication development. The outcome variable was measured using the Ages and Stages Questionnaire at age one and the McArthur-Bates Communication Development Index at age two. Pandemic unemployment benefits were weakly but significantly associated with higher infant communication scores over a one-year period, even after adjusting for confounders. Infants in households receiving benefits scored, on average, 0.15 standardized units higher than those in non-recipient households (95% CI: 0.02 – 0.29). Chapter three investigated whether maternal reading frequency was associated with changes in infant communication scores over a one-year period. Reading frequency was measured categorically, and results were stratified based on whether the age one data were collected before or during the pandemic. Infants whose mothers read to them daily scored 0.33 units higher in communication z-score (95% CI: 0.15 – 0.52). Stratified analyses showed significant associations prior to the pandemic but not during, suggesting that pandemic stress may have attenuated this association. These findings highlight the potential of economic and educational supports to promote communication development in low-income families. This research underscores the importance of policies and interventions that buffer against crises and support equitable developmental outcomes for infants in vulnerable populations.
dc.embargoNo
dc.identifier.urihttps://hdl.handle.net/10133/7033
dc.language.isoen
dc.publisherLethbridge, Alta. : University of Lethbridge, Faculty of Health Sciences
dc.publisher.facultyHealth Sciences
dc.relation.ispartofseriesThesis (University of Lethbridge. Faculty of Health Sciences)
dc.subjectinfant development
dc.subjectpandemic
dc.subjectCOVID-19
dc.subject.lcshDissertations, Academic
dc.subject.lcshInfants--Development--Research
dc.subject.lcshInfants--Development--Longitudinal studies
dc.subject.lcshCOVID-19 Pandemic, 2020-2023--Influence
dc.subject.lcshCOVID-19 Pandemic, 2020-2023--Economic aspects
dc.subject.lcshCOVID-19 Pandemic, 2020-2023--Social aspects
dc.subject.lcshLow-income parents--Employment
dc.subject.lcshReading--Parent participation
dc.subject.lcshLanguage acquisition--Parent participation
dc.subject.lcshUnemployment insurance--Social aspects
dc.subject.lcshWorking poor--Social conditions--21st century
dc.titlePandemic babies: infant communication development in a global disaster
dc.typeThesis
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