The potential of video feedback interventions to improve parent-child interaction skills in parents with intellectual disability

Hamby, Catherine M.; Lunkenheimer, Erika; Fisher, Philip A.

doi:10.1016/j.childyouth.2019.104395

Cited by 5 publications

(3 citation statements)

References 99 publications

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“…This is true for home visiting per se 8,35 and also for interventions that can be implemented in a range of settings, for example to promote behavioral health 16 and positive parenting behavior. 36 Even more important for home visiting's evolution, lack of a common over-arching conceptual framework and language could hamper stakeholders' collaboration in developing clear, coherent, effective interventions.…”

Section: Discussionmentioning

confidence: 99%

Changing the Home Visiting Research Paradigm: Models’ Perspectives on Behavioral Pathways and Intervention Techniques to Promote Good Birth Outcomes

Duggan¹,

Bower²,

Zagaja³

et al. 2021

Preprint

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Background: The US is scaling up evidence-based home visiting to promote health equity in expectant families and families with young children. Persistently small average effects for full models argue for a shift in the research paradigm to understand what interventions within full models work best, for which families, in which contexts, why, and how. Historically, the complexity and proprietary nature of most evidence-based models have been barriers to such research. To address this, stakeholders are building the Precision Paradigm, a common framework and language to define and test interventions and their mediators and moderators. This observational study applied portions of the Paradigm to describe models' intended behavioral pathways to good birth outcomes and their stance on home visitors' use of specific intervention techniques to promote families' progress along intended pathways.Methods: Five of the six eligible evidence-based models participated. Model representatives independently completed three structured surveys focused on 41 intended behavioral pathways and 23 behavior change technique categories. Survey data were used to describe: the number and nature of models' intended behavioral pathways to good birth outcomes; the behavior change techniques they required or recommended home visitors to use; the relative emphasis given to required/recommended techniques; the compatibility of other techniques with their model; and the consistency of their stance on techniques across intended pathways.Results: Models defined 31.6 intended pathways on average but varied in their number of intended pathways (range 16-41) and the nature of such pathways. They varied in the number of technique categories they required (mean 3.2, range 0-8.9) or recommended (mean 10.6, range 1.5-20.0) that home visitors use. That said, all models rated nearly all technique categories as at least compatible with their model, even if not explicitly required or recommended. Within intended pathways, models varied in the relative emphasis to give to specific techniques. Models varied in the consistency of their requirements and recommendations for using specific techniques across intended pathways.Conclusions: The Precision Paradigm is a promising resource to accelerate innovative cross-model research to clarify which interventions within home visiting work best for which families, in which contexts, why and how.

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Section: Discussionmentioning

confidence: 99%

Changing the Home Visiting Research Paradigm: Models’ Perspectives on Behavioral Pathways and Intervention Techniques to Promote Good Birth Outcomes

Duggan¹,

Bower²,

Zagaja³

et al. 2021

Preprint

View full text Add to dashboard Cite

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“…Furthermore, studies have demonstrated the importance of providing simulated experiences of parenting skills to complement adapted knowledge as a basis for informed decisions and insights (Feldman, 1994;Feldman et al, 1989Feldman et al, , 1999 Few intervention studies have been performed among students with intellectual disabilities and most of the interventions concerning parenting have targeted parents of children or youths with intellectual disabilities, aiming to improve their ability to cope and communicate with their children and reduce parental stress. Some interventions are directed at parents with intellectual disabilities with an aim to improve parent-child interactions (Coren et al, 2018;Hamby et al, 2019;Hodes et al, 2018) or alleviate parenting stress (Hodes et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Few intervention studies have been performed among students with intellectual disabilities and most of the interventions concerning parenting have targeted parents of children or youths with intellectual disabilities, aiming to improve their ability to cope and communicate with their children and reduce parental stress. Some interventions are directed at parents with intellectual disabilities with an aim to improve parent–child interactions (Coren et al, 2018; Hamby et al, 2019; Hodes et al, 2018) or alleviate parenting stress (Hodes et al, 2017). Studies focusing on young people with intellectual disabilities have covered early interventions for behaviour problems in children with intellectual or developmental disabilities (Einfeld et al, 2013; Neil & Liesemer, 2020), a school‐based intervention for developing listening and speaking skills in children with intellectual disabilities (Kalgotra & Warwal, 2019) and support for social development (McCollow & Hoffman, 2019).…”

Section: Introductionmentioning

confidence: 99%

Efficacy of a school‐based intervention to influence attitudes about future parenting among Swedish youth with intellectual disability: An RCT study

Höglund

Janeslätt

Arvidsson

et al. 2023

Research Intellect Disabil

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Background: The study aim was to investigate the efficacy of an intervention designed to provide a basis for informed choices about future parenthood to special upper secondary school students with intellectual disabilities. Methods: A randomised trial with a waiting list control group was used. In total, 108 special upper secondary school students with mild or moderate intellectual disabilities, age 16-21 years, provided informed consent and participated. The intervention included education using the Parenting Toolkit and a Real Care Baby simulator. The analyses included 91 students (intervention group n = 46, 24F/22M; control group n = 45, 26F/19M). Results:The result showed that intervention group changed their attitudes to future parenting, from 'do not know' to 'know', significantly more than control group. The intervention increased knowledge levels in the intervention group. Conclusions:The intervention group showed increased ability to make informed choices and decisions about parenthood.

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Dynamic Systems Theory: A Primer for Pediatric Feeding Clinicians

Thompson

McComish²,

Thoyre

2023

Perspect ASHA SIGs

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Purpose: Dynamic systems theory (DST) is a theoretical framework that has been applied to motor learning with key clinical implications. DST is increasingly used as a framework for pediatric feeding research but is lesser known to clinicians reading and implementing the research. Clinical translation of DST is therefore critical and has not yet been undertaken for children with pediatric feeding disorder at the stage of solid foods. The purpose of this tutorial is to provide clinicians with an overview of DST so that they can understand and use DST principles in their clinical practice for children with pediatric feeding disorders. Conclusions: This tutorial focuses on introducing clinicians working with pediatric feeding clients to DST. To establish a foundational understanding, a clear definition of DST is offered, and its key tenets are described. Pediatric feeding specific examples are offered for each tenet to increase comprehensibility. DST is then used to describe the general process of development as well as the development of feeding behaviors and skills. Finally, clinical applications of DST for assessment and treatment of pediatric feeding disorders are discussed. DST is growing in its use in pediatric feeding research and is extendable to clinical practice. This tutorial emphasizes the dynamic nature of feeding development; the importance of holistic, family-centered care; and the potential for changes in clinical practices to better support families from this theoretical lens.

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The potential of video feedback interventions to improve parent-child interaction skills in parents with intellectual disability

Cited by 5 publications

References 99 publications

Changing the Home Visiting Research Paradigm: Models’ Perspectives on Behavioral Pathways and Intervention Techniques to Promote Good Birth Outcomes

Changing the Home Visiting Research Paradigm: Models’ Perspectives on Behavioral Pathways and Intervention Techniques to Promote Good Birth Outcomes

Efficacy of a school‐based intervention to influence attitudes about future parenting among Swedish youth with intellectual disability: An RCT study

Dynamic Systems Theory: A Primer for Pediatric Feeding Clinicians

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