Analysis of the Relationship Between the Content and Effectiveness of an Intervention based on the Layered Communication Model to Improve Communication

The Layered Communication Model (LCM) describes intersubjective development based on eight different communicative behaviors in three consecutive layers. Earlier studies showed that when the model is used in an intervention, the presence of many LCM behaviors increases from before to after the intervention. The present study aims to relate the content of the intervention to its effectiveness to learn whether and how the LCM can be used to improve communication. 15-minute videos of four student-teacher dyads were coded in ten-second intervals for the presence and absence of the eight LCM behaviors before, during and after the intervention. The intervention was divided into two phases: self-assessment and video feedback coaching. Intervention content was described based on the behaviors that were targeted for improvement during the two phases. Effectiveness was measured by calculating the percentage increase in presence between phases and by calculating effect sizes using a nonoverlap of all pairs method. Results showed that the second intervention phase (video feedback coaching) was most effective in terms of increasing the presence of LCM behaviors and creating larger effect sizes. Effectiveness measures decreased during the follow-up phase but were still higher than at baseline. Furthermore, effectiveness was higher for targeted behaviors than for untargeted behaviors. In conclusion, the LCM can be used as a tool to improve communication, especially when specific behaviors are clearly targeted and video feedback coaching is used to clarify how to work on improving the presence of those behaviors. The self-assessment phase needs adjustments to increase its effectiveness.

Implementation of Video Feedback Within a Community Based Naturalistic Developmental Behavioral Intervention Program for Toddlers With ASD: Pilot Study

Video feedback (VF) is an intervention delivery technique that complements naturalistic developmental behavioral interventions (NDBI) and parent-mediated interventions (PMI) by using caregiver-child interaction videos reviewed with a clinician to facilitate behavioral change in caregivers. Although VF has been implemented in PMI with young children with ASD, examinations of feasibility and acceptability, as well as the potential effectiveness of VF in community settings, have been limited. In this pilot randomized control trial (NCT03397719; https://clinicaltrials.gov/ct2/show/NCT03397719), families were randomized into a state-funded Early Intervention (EI) NDBI program or the NDBI program augmented with VF. Results demonstrated high levels of implementation and acceptability of VF augmenting the community-based EI program in caregivers and clinicians. Both groups showed significant improvements after 6 months in social communication symptoms and some areas of developmental and adaptive skills.Clinical Trial Registration:https://clinicaltrials.gov/ct2/show/NCT03397719, identifier: NCT03397719.

Video feedback in tertiary music performance classes

Video feedback can be an important and key mechanism for supporting online student learning in higher education. In the context of online music teaching, video feedback provides a necessary audio and visual element to support music students’ learning of music performance practice. A predecessor to a larger study in video feedback, this pilot study sought to explore instructor perceptions of the use of video feedback in music performance teaching classes. Using self-study methodology, findings suggest that video feedback can effectively complement individualised online music teaching within an undergraduate performance class and a Master of Music Performance Teaching group music class, provide supportive scaffolding for self-regulated learning, and offer students opportunities to create meaningful student-instructor connections and community. Strategies for effective implementation by way of self-regulation and communication are also addressed.

Positive parenting in foster care: A video-feedback intervention to promote positive parenting – theory and practice

Foster children are known to be at high risk for developing attachment problems. Moreover, their associated behavioural problems can be a burden for the foster family and increase the risk of placement breakdown. A sensitive parenting style promotes a secure attachment which, in turn, can reduce the chance of difficulties arising and protect against placement disruption. Interventions using video-feedback of parent–child interactions offer a method of increasing parental sensitivity and improving the quality of the parent–child attachment. The intervention discussed in this article was part of a wider initiative, Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD), fashioned to promote sensitive parenting, secure attachment and a reduction in children’s behavioural problems. Its effectiveness has been shown for a variety of target groups. A variant of the approach was developed specifically for foster and adopted children, Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline – Foster Care/Adoption (VIPP-FC/A). This article discusses the design and delivery of the intervention and illustrates these with case material.

Sighting, Citing and Siting Te Whaariki: Exploring the Use of Video Feedback as a Tool for Critical Pedagogy

<p>The official draft of the first national curriculum guidelines for early childhood services in Aotearoa/New Zealand : Te Whaariki: Draft Guidelines for Developmentally Appropriate Programmes in Early Childhood Services: He Whaariki Matauranga mo nga Mokopuna o Aotearoa, was released at the end of October 1993. This document was the culmination of a curriculum development project that commenced in 1990, when the Ministry of Education sought contract proposals for the development of the first ever national early childhood curriculum guidelines. In 1995 the Ministry of Education trialled nine different curriculum professional support projects, aimed at assisting early childhood centres to use the newly developed draft guidelines. This study reports on one of the curriculum professional support projects, which the Ministry of Education commissioned from Wellington College of Education. The project which this study is based on, was grounded in an action research approach to professional support. Its core focus was the use of video feedback as a tool for critical pedagogy. It involved five case study centres: a playcentre, a kindergarten, a Montessori centre, an owner-operator childcare centre and an employee childcare facility. The project comprised a minimum of twenty one 'face to face' hours per centre, made up of eight sessions, spread over an nine month period. Video observations of each centre's curriculum 'in action', which constituted two of the sessions, were examined by the practitioners of the centre concerned, and considered in relation to Te Whaariki. Data involved interviews, journals and observations, including video. The study found that using video as feedback for the purposes of curriculum and professional development, within the context of action research, was an essentially useful, albeit complex, and quite highly contextualised undertaking. Many participants did use video feedback to help them engage with Te Whaahki, although in a number of cases the complexity of the curriculum model proved problematic. Participants used the video feedback in a range of ways to resource the development of curriculum within their centres. For a number of participants video feedback was instrumental in them taking a more reflective and critical stance toward their worplace practices. Key themes to emerge included the potential affective impact of using video feedback in examining one's own workplace practices, and the importance and complexities of the dynamics of power, both within the workplace and within the research project itself. Finally, the study raised a number of ethical issues related to the use of video in professional and curriculum development.</p>

Sighting, Citing and Siting Te Whaariki: Exploring the Use of Video Feedback as a Tool for Critical Pedagogy

<p>The official draft of the first national curriculum guidelines for early childhood services in Aotearoa/New Zealand : Te Whaariki: Draft Guidelines for Developmentally Appropriate Programmes in Early Childhood Services: He Whaariki Matauranga mo nga Mokopuna o Aotearoa, was released at the end of October 1993. This document was the culmination of a curriculum development project that commenced in 1990, when the Ministry of Education sought contract proposals for the development of the first ever national early childhood curriculum guidelines. In 1995 the Ministry of Education trialled nine different curriculum professional support projects, aimed at assisting early childhood centres to use the newly developed draft guidelines. This study reports on one of the curriculum professional support projects, which the Ministry of Education commissioned from Wellington College of Education. The project which this study is based on, was grounded in an action research approach to professional support. Its core focus was the use of video feedback as a tool for critical pedagogy. It involved five case study centres: a playcentre, a kindergarten, a Montessori centre, an owner-operator childcare centre and an employee childcare facility. The project comprised a minimum of twenty one 'face to face' hours per centre, made up of eight sessions, spread over an nine month period. Video observations of each centre's curriculum 'in action', which constituted two of the sessions, were examined by the practitioners of the centre concerned, and considered in relation to Te Whaariki. Data involved interviews, journals and observations, including video. The study found that using video as feedback for the purposes of curriculum and professional development, within the context of action research, was an essentially useful, albeit complex, and quite highly contextualised undertaking. Many participants did use video feedback to help them engage with Te Whaahki, although in a number of cases the complexity of the curriculum model proved problematic. Participants used the video feedback in a range of ways to resource the development of curriculum within their centres. For a number of participants video feedback was instrumental in them taking a more reflective and critical stance toward their worplace practices. Key themes to emerge included the potential affective impact of using video feedback in examining one's own workplace practices, and the importance and complexities of the dynamics of power, both within the workplace and within the research project itself. Finally, the study raised a number of ethical issues related to the use of video in professional and curriculum development.</p>

Iterative Approach on Redesigning and Construction of a Pipe Inspection Robot

<p>A pipe inspection robot is a device that is inserted into pipes to check for obstructions or damage. These robots are traditionally manufactured offshore, are extremely expensive, and are often not adequately supported in the event of malfunction. This had resulted in Associated Environmental Services Limited, a New Zealand utiliser of this equipment, facing significant periods of down-time as they wait for their robots to be repaired. Recently, they were informed that several of their robots were no longer supported. At their instigation, this project was conceived to redesign the electronics and control system of one of these pipe inspection robots, utilising the existing mechanical platform. Requirements for the robot were that it must operate reliably in confined, dark and wet environments, and provide a human user with a digital video feed of the internal status of the pipes. This robot should, as much as possible, incorporate off-the-shelf components, facilitating cheap, and potentially on-site repair. This project details the redesign and construction of such a robot. It employs three electronic boards integrated with the mechanical components and provides video feedback via a custom graphical user interface. Although at the prototype stage, the electronic redesign has been successful, with a cost of less than a tenth of the original robot purchase price.</p>

Iterative Approach on Redesigning and Construction of a Pipe Inspection Robot

<p>A pipe inspection robot is a device that is inserted into pipes to check for obstructions or damage. These robots are traditionally manufactured offshore, are extremely expensive, and are often not adequately supported in the event of malfunction. This had resulted in Associated Environmental Services Limited, a New Zealand utiliser of this equipment, facing significant periods of down-time as they wait for their robots to be repaired. Recently, they were informed that several of their robots were no longer supported. At their instigation, this project was conceived to redesign the electronics and control system of one of these pipe inspection robots, utilising the existing mechanical platform. Requirements for the robot were that it must operate reliably in confined, dark and wet environments, and provide a human user with a digital video feed of the internal status of the pipes. This robot should, as much as possible, incorporate off-the-shelf components, facilitating cheap, and potentially on-site repair. This project details the redesign and construction of such a robot. It employs three electronic boards integrated with the mechanical components and provides video feedback via a custom graphical user interface. Although at the prototype stage, the electronic redesign has been successful, with a cost of less than a tenth of the original robot purchase price.</p>