This study investigated the effect of using infant simulators with a structured, competency-based curriculum by examining the attitudes and infant care behavior of adolescents toward parenting and sexual behavior. The sample of 236 students included 112 males and 124 females ranging in age from 14 through 18. This sample was randomly assigned to an experimental group of 174 and a control group of 62. The treatment group completed the New York State Parenting curriculum that focused on reflection-based parenting skills with specific child care competencies. A chi-square analysis showed that the treatment and control groups differed significantly on 10 of 23 attitudinal items with differences favoring the treatment group. A multivariate analysis of variance (MANOVA) compared attitudes of the two groups on three scales (responsible, social, pragmatic) and the infant care criterion. The infant care criterion was a calculated as the number of times the infant was neglected, handled roughly, and shaken as recorded on the computerized monitoring unit. The results revealed that the attitude differences of the control and experimental groups differed significantly for all three scales.
The study indicates that the infant simulator is an effective tool for teaching childcare skills. When combined with a well-designed curriculum, it enhances the likelihood that student attitudes towards sexuality/parenting issues can be communicated and significantly modified.