Video-feedback intervention to improve parental sensitivity and the quality of interactions in mother-father-infant triads

2017 ◽  
Vol 13 (4) ◽  
Keyword(s):  
Video Feedback ◽  
Feedback Intervention ◽  
Parental Sensitivity

Video Feedback Intervention With Children

2016 ◽  
Vol 28 (6) ◽  
pp. 682-695 ◽  
Author(s):  
Stina Balldin ◽  
Philip A. Fisher ◽  
Ingegerd Wirtberg
Keyword(s):  
Child Behavior ◽  
Outcome Research ◽  
Maternal Sensitivity ◽  
Video Feedback ◽  
Future Research ◽  
Control Group ◽  
Feedback Intervention ◽  
Systematic Analysis ◽  
Parental Sensitivity ◽  
Program Effects

Objective: Present a systematic analysis of the outcome research concerning video feedback (VF) programs. Method: Twenty-nine studies published between 1990 and 2014 were examined. They focused on children 0–12 years old and had at least one control group. Results: VF programs were similar in design, with interventions focusing on parental and child behavior, parental sensitivity and attachment. In 41% of the measurements, the program effects were moderate or large in favor of the intervention groups, particularly regarding maternal sensitivity and children’s behavior. Components of the VF programs were also examined. Two general problems emerged: lack of transparency/specificity of many programs with respect to the components, and heterogeneity among instruments used for measurement. Conclusions: Future research should focus on articulating intervention components and a standardized approach to measurement. This would facilitate comparisons of approaches and increase the possibility of implementing VF programs with fidelity in different professional settings.

scholarly journals Early Parenting Intervention – Biobehavioral Outcomes in infants with Neurodevelopmental Disabilities (EPI-BOND): study protocol for an Italian multicentre randomised controlled trial

BMJ Open ◽  
2020 ◽  
Vol 10 (7) ◽  
pp. e035249 ◽  
Author(s):  
Rosario Montirosso ◽  
Elisa Rosa ◽  
Roberto Giorda ◽  
Elisa Fazzi ◽  
Simona Orcesi ◽  
...  
Keyword(s):  
Randomised Controlled Trial ◽  
Epigenetic Regulation ◽  
Controlled Trial ◽  
Video Feedback ◽  
Control Group ◽  
Feedback Intervention ◽  
Main Trial ◽  
Parental Sensitivity ◽  
Randomised Controlled

IntroductionNeurodevelopmental disability (ND) represents an adverse condition for infants’ socio-emotional and behavioural development as well as for caregiving (eg, parental sensitivity) and mother-infant interaction. Adverse exposures are associated with altered neuroendocrine hormones concentrations (eg, oxytocin and cortisol) and epigenetic regulation (eg, methylation of stress-related genes), which in turn may contribute to less-than-optimal mother-infant interaction. Parental sensitivity is a protective factor for childrens’ development and early parental interventions (eg, video-feedback intervention) can promote parental caregiving and better developmental outcomes in children. The present multi-centric and longitudinal randomised controlled trial aims to assess if and to which extent early VFI could benefit both infants and mothers in terms of behavioural outcomes as well as neuroendocrine and epigenetic regulation.Methods and analysisDyads will be randomly assigned to the video-feedback Intervention Group or Control Group (‘dummy’ intervention: telephone calls). Infants with ND aged 3 to 18 months will be recruited from three major child neuropsychiatric units in northern Italy. A multi-layer approach to intervention effects will include videotapes of mother-infant interaction, maternal reports as well as saliva samples for hormones concentrations and target-gene methylation analysis (eg, BDNF, NR3C1, OXTR and SCL6A4) that will be obtained at each of the four assessment sessions: T0, baseline; T1, post-intervention; T2, short-term follow-up (3 month); T3, long-term follow-up (6 month). Primary effectiveness measures will be infant socio-emotional behaviour and maternal sensitivity. Neuroendocrine hormones concentrations and DNA methylation status of target genes will be secondary outcomes. Feasibility, moderation and confounding variables will be measured and controlled between the two groups.Ethics and disseminationEthics approval has been obtained in all three participating units. Results of the main trial and each of the secondary endpoints will be submitted for publication in peer-reviewed journals and international conferences.Trial registration numberNCT03853564; Pre-results.

Parenting in Dyads With an ASD-Child

2020 ◽  
pp. 191-221
Author(s):  
Giulia Perasso ◽  
Nava R. Silton ◽  
Jacopo De Angelis
Keyword(s):  
Autism Spectrum Disorders ◽  
Communication Skills ◽  
Autism Spectrum ◽  
Video Feedback ◽  
Positive Parenting ◽  
Feedback Intervention ◽  
Parental Sensitivity ◽  
Parental Characteristics ◽  
Spectrum Disorders

This chapter provides an overview of the complex experience of parenting children with Autism Spectrum Disorders (ASDs) from an attachment-based perspective. The role of parental sensitivity, intrusiveness, and self-efficacy will be discussed in detail. These parental characteristics were indeed found to positively affect the parent-ASD-child bond and, in turn, to modulate the developmental course of ASDs. Likewise, the nature of symptomatology pertaining to autism (i.e., strong impairment in social and communication skills) represents an obstacle for parents to effectively attune to their children's needs or emotions. A number of interventions aimed at improving the quality and the attunement level in the parent-ASD-child dyad are presented. A specific focus is dedicated to attachment-based interventions such as the video feedback intervention to promote positive parenting – AUTI (VIPP-AUTI).

P3-304: Video feedback intervention to improve the safety of cognitively impaired older drivers

2015 ◽  
Vol 11 (7S_Part_16) ◽  
pp. P753-P753
Author(s):  
Brian R. Ott ◽  
Kimberly Bixby ◽  
Jennifer D. Davis
Keyword(s):  
Video Feedback ◽  
Older Drivers ◽  
Cognitively Impaired ◽  
Feedback Intervention

Video Feedback on Practicum

2017 ◽  
pp. 113-139 ◽  
Author(s):  
Shirley O'Neill ◽  
Christopher Dann
Keyword(s):  
Preservice Teachers ◽  
Community Of Inquiry ◽  
Literacy Learning ◽  
Video Feedback ◽  
Theory And Practice ◽  
Questioning Strategies ◽  
Teacher Student ◽  
Context Of Learning ◽  
The Impact

This chapter highlights how the use of video feedback can support preservice teachers' understanding of how to improve the ways in which they scaffold and monitor students' literacy learning, gather formative assessment data in relation to set goals and make connections between educational theory and practice. It examines the contemporary shift towards democratic pedagogies in the context of learning in social constructivist environments and the need for preservice teachers to be aware of the impact of the teacher/student dialogues they create on the quality of pedagogy and students' learning. Preservice teachers' analysis of their pedagogical dialogue not only raises their awareness of the quality of dialogic turn-taking and questioning strategies but makes their associated ‘cognitive moves' explicit for their critical reflection, along with their use of the underpinning metalanguage. The chapter acknowledges the importance of preservice teachers' compilation of rich pedagogical data during practicums and shows how this contributes to deepening their learning. Similarly, it argues that emergent data are central to creating a dialogic community of inquiry where all practicum stakeholders are drawn into a process of learning and knowledge building.

scholarly journals Video feedback for parental sensitivity and attachment security in children under five years

2019 ◽  
Author(s):  
Leeanne O'Hara ◽  
Emily R Smith ◽  
Jane Barlow ◽  
Nuala Livingstone ◽  
Nadeeja INS Herath ◽  
...  
Keyword(s):  
Attachment Security ◽  
Video Feedback ◽  
Parental Sensitivity ◽  
Children Under Five ◽  
Under Five
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