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Effects of video-feedback interaction training for professional caregivers of children and adults with visual and intellectual disabilities
- Authors:
- DAMEN S., et al
- Journal article citation:
- Journal of Intellectual Disability Research, 55(6), June 2011, pp.581-595.
- Publisher:
- Wiley
The purpose of this study was to test the efficacy of the video-based Contact programme for improving the quality of interaction between professional care givers and their clients with visual and intellectual disabilities living in group homes in the Netherlands. Seventy-two caregivers of 12 individuals received a training programme and four individual video-feedback sessions. The quality of interaction was independently measured in an AB-design across subjects with two baseline and three intervention observations, using a time sampling coding system for interactive behaviour and a rating for affective mutuality. After the intervention, significant increases were found in the frequency with which caregivers confirmed the signals of clients, the proportion of initiatives taken by clients that were responded to by the caregivers, and affective mutuality as a quality of the interaction. No significant increase in client responsiveness was observed. The caregivers rated the intervention useful and feasible. The authors note that further research is necessary regarding the generalisability, long-term effects and effects on quality of life of the Contact programme but conclude that it did improve the quality of interaction between professional caregivers and clients with visual and intellectual disabilities living in group homes.
The efficacy of VIPP-V parenting training for parents of young children with a visual or visual-and-intellectual disability: a randomized controlled trial
- Authors:
- PLATJE Evelien, et al
- Journal article citation:
- Attachment and Human Development, 20(5), 2018, pp.455-472.
- Publisher:
- Taylor and Francis
Video-feedback Intervention to promote positive parenting-visual (VIPP-V) or visual-and-intellectual disability is an attachment-based intervention aimed at enhancing sensitive parenting and promoting positive parent–child relationships. A randomized controlled trial was conducted to assess the efficacy of VIPP-V for parents of children aged 1–5 with visual or visual-and-intellectual disabilities. A total of 37 dyads received only care-as-usual (CAU) and 40 received VIPP-V besides CAU. The parents receiving VIPP-V did not show increased parental sensitivity or parent–child interaction quality, however, their parenting self-efficacy increased. Moreover, the increase in parental self-efficacy predicted the increase in parent–child interaction. In conclusion, VIPP-V does not appear to directly improve the quality of contact between parent and child, but does contribute to the self-efficacy of parents to support and to comfort their child. Moreover, as parents experience their parenting as more positive, this may eventually lead to higher sensitive responsiveness and more positive parent–child interactions. (Edited publisher abstract)
Alleviating parenting stress in parents with intellectual disabilities: a randomized controlled trial of a video-feedback intervention to promote positive parenting
- Authors:
- HODES Marja W., et al
- Journal article citation:
- Journal of Applied Research in Intellectual Disabilities, 30(3), 2017, p.423–432.
- Publisher:
- Wiley
Background: Adapted parenting support may alleviate the high levels of parenting stress experienced by many parents with intellectual disabilities. Methods: Parents with mild intellectual disabilities or borderline intellectual functioning were randomised to experimental (n = 43) and control (n = 42) conditions. Parents in both groups received care-as-usual. The experimental group also received an adapted version of video-feedback intervention for positive parenting and learning difficulties (VIPP-LD). Measures of parenting stress were obtained pre-test, post-test and 3-month follow-up. Results: Randomisation to the experimental group led to a steeper decline in parenting stress related to the child compared to the control group (d = 0.46). No statistically significant effect on stress related to the parent's own functioning or situation was found. Conclusions: The results of the study suggest the feasibility of reducing parenting stress in parents with mild intellectual disability (MID) through parenting support, to the possible benefit of their children. (Edited publisher abstract)
Tailoring a video-feedback intervention for sensitive discipline to parents with intellectual disabilities: a process evaluation
- Author:
- HODES Marja W.
- Journal article citation:
- Attachment and Human Development, 16(4), 2014, pp.387-401.
- Publisher:
- Taylor and Francis
Parenting support programes for the general population may not be effective for parents with intellectual disabilities (ID). A videobased intervention programme based on attachment and coercion theory (Video-feedback Intervention to promote Positive Parenting with additional focus on Sensitive Discipline; VIPP-SD) was tailored to parents with ID and the implementation of the adapted programme was evaluated by the home visitors conducting the programme. Home visitors (N = 17) of 36 families rated the intervention process during each session. Home visitors’ evaluations showed a significant increase in positive ratings of parents’ easiness to work with, amenability to influence, and openness. Cooperation remained stable. A case example illustrated this process, showing how feedback using video facilitated changes in the perceptions and attributions of a mother with mild ID. (Edited publisher abstract)