Table 1 Background and outcome measures in the study
| Â | Â | Purpose | ||
|---|---|---|---|---|
Construct | Measure | CHC use | Effects measure | Health economy |
Parent questionnaire measures | Â | Â | Â | |
Child basic information | - Date of birth | χ | χ | χ |
- Sex | ||||
Child general health | - General health | χ |  | χ |
- Disability | ||||
- Chronic illness | ||||
- Visits to physicians | ||||
- Admission to hospital | ||||
- Asthma and common allergies | ||||
Language problems | - Receptive language | χ |  |  |
- Expressive language (only for 4- and 5-year-olds) | ||||
Autism spectrum symptoms | - Role play | χ |  |  |
- Short conversations | ||||
- Changing routines | ||||
Motor skills (only for 5-year-olds) | - Gross motor skills (e.g. running) | χ |  |  |
- Fine motor skills (e.g. drawing) | ||||
Child behavioural and emotional problems | - The strengths and difficulties questionnaire (extended version) | χ | χ | χ |
Service use (at home or preschool) | - Special education |  |  | χ |
- Counsellor | ||||
- Psychologist | ||||
- Assistant in classroom | ||||
- Physiotherapist | ||||
- Speech therapist | ||||
- Social worker | ||||
- Parenting programmes | ||||
Parent health | - General health questionnaire |  | χ | χ |
- Self-rated health question | ||||
Parenting behaviour | - The parenting scale |  | χ |  |
Language stimulation | - Talking to child |  | χ |  |
- Reading to child | ||||
Background information for parent | - Age |  | χ | χ |
- Relationship status | ||||
- Education | ||||
- Job status | ||||
- Number and age of children | ||||
- Country of birth | ||||
- Intention to move | ||||
- Type of household | ||||
Parent engagement | - Accessibility |  | χ |  |
- Engagement | ||||
- Responsibility | ||||
Teacher questionnaire measures | Â | Â | Â | |
Child behavioural and emotional problems | - The strengths and difficulties questionnaire | χ | χ | χ |
Language problems | - Receptive language | χ |  |  |
- Expressive language (only for 4- and 5-year-olds) | ||||
Autism spectrum symptoms | - Role play | χ |  |  |
- Short conversations | ||||
- Changing routines | ||||
Motor skills (only for 5-year-olds) | - Gross motor skills (e.g. running) | χ |  |  |
- Fine motor skills (e.g. drawing) | ||||
Practitioners forms | Â | Â | Â | |
Intervention fidelity | - Fidelity checklist |  | χ |  |
Intervention delivery | - Number of sessions held per level |  | χ | χ |
- Number of participants in each session | ||||
Intervention exposure | - List of participating parents |  | χ | χ |