Dataset Information

Evidence and Open Questions for the Use of Video-Feedback Interventions With Parents of Children With Neurodevelopmental Disabilities.

ABSTRACT: The Video-Feedback Intervention (VFI) is a technique aimed at promoting positive parenting that has been found to be supportive of child development and parent-child interaction in different at-risk and clinical populations. The application of VFI with parents of children with neurodevelopmental disabilities (ND; e.g., cerebral palsy, sensory and/or psychomotor delay, and genetic syndromes) is growing. Nonetheless, no systematic review is currently available documenting whether this type of intervention improves children's developmental outcomes (e.g., behavioral stability and cognitive abilities), parental caregiving skills (e.g., responsive parenting), and parental emotional well-being (e.g., depressive symptomatology). In the present mini-review, 212 VFI records were retrieved from three databases (i.e., PubMed, Scopus, and Web of Science), and 10 papers were finally included. Abstracted information included age, diagnosis, methodological aspects (timing, setting, and themes), and child/parent outcomes. Significant improvements from pre- to post-VFI were observed in all studies. Specifically, the VFIs were significantly associated with better children developmental outcomes and parental caregiving skills. Inconsistent findings emerged for the VFI effects on parental emotional well-being. Overall, the current mini-review supports the potential effectiveness of parent-focused VFI interventions for parents of children with ND, despite the presence of open questions that need to be addressed in future clinical trials.

SUBMITTER: Provenzi L

PROVIDER: S-EPMC7314919 | biostudies-literature | 2020

REPOSITORIES: biostudies-literature

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Evidence and Open Questions for the Use of Video-Feedback Interventions With Parents of Children With Neurodevelopmental Disabilities.

Provenzi Livio L Giusti Lorenzo L Caglia Marzia M Rosa Elisa E Mascheroni Eleonora E Montirosso Rosario R

Frontiers in psychology 20200618

The Video-Feedback Intervention (VFI) is a technique aimed at promoting positive parenting that has been found to be supportive of child development and parent-child interaction in different at-risk and clinical populations. The application of VFI with parents of children with neurodevelopmental disabilities (ND; e.g., cerebral palsy, sensory and/or psychomotor delay, and genetic syndromes) is growing. Nonetheless, no systematic review is currently available documenting whether this type of inte ...[more]

PMID: 32625153

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Project description:BackgroundChildren with disabilities are twice as likely to experience violence compared to peers without disabilities. While evaluations of school-based interventions targeting the prevention of violence against children in schools are growing in number, it is unclear whether these interventions are inclusive of, or effective for, children with disabilities.MethodsWe searched six databases (Medline, Cochrane Library, Embase, Global Health, PsycINFO, Web of Science) and utilised professional networks to identify systematic reviews which included randomised controlled trials (RCTs) of school-based violence prevention interventions up to May 2024. Once we identified our final sample of systematic reviews (n = 29) we hand searched the included papers within these reviews and included all RCTs of school-based violence prevention interventions. We applied criteria to assess disability inclusion and conducted a narrative synthesis of study characteristics, adaptations to intervention and/or data collection design, and effect estimates. We assessed risk of bias using the Cochrane Risk of Bias tool. This review was registered on PROSPERO (CRD42023463384).FindingsWe identified 160 articles of school-based violence prevention interventions. Of these, 13 articles reporting on 10 trials (8.13%) explicitly mentioned disability: 3/10 trials reported on the magnitude of intervention effects among children with disabilities; 4/10 trials mentioned adaptations to research or intervention design to include children with disabilities; 6/10 trials mentioned disability as part of the sample characteristics but did not report further sub-group analysis. 3 trials were effective in reducing violence in schools for children with disabilities, with risk of bias ranging from 'low' (n = 1) to 'some concerns' (n = 2).InterpretationDespite growing evidence on how to prevent school violence, there is limited research on the effect of such interventions for children with disabilities. There is a need for future evaluations to stratify effects by disability, conduct disability-inclusive research, and tailor interventions for children with disabilities.FundingThis research was partially funded by the Foreign, Commonwealth and Development Office under the PENDA project (PO8073).

Dataset Information

Evidence and Open Questions for the Use of Video-Feedback Interventions With Parents of Children With Neurodevelopmental Disabilities.

Publications

Evidence and Open Questions for the Use of Video-Feedback Interventions With Parents of Children With Neurodevelopmental Disabilities.

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