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The problem
Intervention: Caregiver education (existing variation in educational attainment was examined as a natural buffering factor, not an intervention that was implemented)
Who it was tested with: Indonesian caregivers (N=933) and their 3-4 year-old children (N=355) in low-income households.
The same group is measured before the intervention and again afterwards, with a baseline and an endline and sometimes a midline. Change is visible, but other causes cannot be ruled out.
"General Linear Models (GLMs) were conducted, controlling for child age and sex" with measurement of both home environment and developmental outcomes at a single time point. The researchers analyzed observational variation in caregiver education rather than testing an implemented intervention, and the cross-sectional design means we cannot determine causality or temporal sequence.
Cross-sectional design prevents causal inference. No baseline or comparison group to establish whether caregiver education causally protects development. Limited to Indonesia, limiting generalizability.
Across countries and designs
1 study · 1 country
