220 - From Primary Care to Classrooms: A Proof-of-Concept Study of the PlayReadVIP Adaptation for Early Childhood Teachers in Brazil

Publication Number: 4217.220

Denise S. R. Mazzuchelli, NYU Grossman School of Medicine, New York, NY, United States; Eileen Pfeiffer-Flores, UnB, Brasília, Distrito Federal, Brazil; Luciane R. Piccolo, Columbia University, New York, NY, United States; Laura F. S. Minussi, Hassenfeld Children's Hospital at NYU Langone, São Paulo, Sao Paulo, Brazil; Renan A. Sargiani, University of São Paulo, Sao Paulo, Sao Paulo, Brazil; Anne Seery, New York University Grossman School of Medicine, New York, NY, United States; Xochitl Arechiga, New York University Grossman School of Medicine, Brooklyn, NY, United States; Alan L. Mendelsohn, New York University Grossman School of Medicine, New York, NY, United States

Background: PlayReadVIP, an evidence-based early relational health program traditionally implemented in pediatric primary care, promotes responsive adult-child interactions through video feedback and strengths-based coaching. This pilot proof-of-concept study examined the feasibility and preliminary outcomes of BrincarLerVIP em Sala, a classroom-based adaptation developed for early childhood teachers in São Paulo, Brazil, the first adaptation of PlayReadVIP for educational settings.

Objective: To assess the feasibility, acceptability, and preliminary impact of a teacher-delivered adaptation of PlayReadVIP implemented in public preschool classrooms.

Design/Methods: Fourteen teachers from seven classrooms participated in a 12-week program integrating training, coaching, and culturally tailored materials. Data collection included (1) pre-post observational ratings of teacher-child interaction quality using an adapted version of the StimQ2-Teacher, (2) self-reported feasibility and satisfaction measures based on the Social Validity Questionnaire, and (3) qualitative feedback analyzed thematically to contextualize implementation processes. Quantitative and qualitative data were analyzed in parallel to address the complexity of early adaptation and to triangulate feasibility and perceived impact within a small-sample proof-of-concept framework.

Results: All teachers completed the program (100%) with fidelity above 85%. Quantitative analyses indicated significant improvements in teachers' StimQ2 scores (d = 2.56, p < .001), with the largest gains in learning materials and reading-related subscales. ACIRI analyses showed improved quality of teacher-child interactions during shared reading sessions. Qualitative feedback revealed enhanced teacher awareness of interaction quality, increased child engagement, and reports of positive spillover into home environments, while also noting implementation challenges related to time and scheduling.

Conclusion(s): Findings demonstrate the feasibility and strong acceptability of a classroom-based adaptation of PlayReadVIP for early education settings in Brazil. The integration of quantitative and qualitative evidence provides a comprehensive view of early implementation and relational impact. This proof-of-concept study highlights the potential for early relational health models to be effectively translated from pediatric care to early education settings, advancing scalable, equitable approaches to early learning promotion in low- and middle-income contexts.

Pre-Post Comparisons of StimQ2-Teachers Scores
All StimQ2-Teachers subscales improved significantly (p ≤ .008), with large effects in learning materials (d = 2.05) and reading/teaching/verbal responsivity (Δ = +12). Total scores increased by 25.56 points (d = 1.74), demonstrating promising improvements in teacher-child interaction quality.

Pre-Post Comparisons of StimQ2-Teachers Scores
All StimQ2-Teachers subscales showed significant pre-post improvements (all p ≤ .008), with the largest effects in learning materials (d = 2.56) and reading/verbal responsivity (d = 1.49). Total scores increased from 86.79 to 122.86 (d = 1.41).