Effects of video-feedback intervention on harmonious parent–child interaction and sensitive discipline of parents with intellectual disabilities: A randomized controlled trial

M. W. Hodes*, M. Meppelder, M. de Moor, S. Kef, C. Schuengel

*Corresponding author for this work

Research output: Contribution to JournalArticleAcademicpeer-review

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Abstract

Background: This study tested whether video-feedback intervention based on attachment and coercion theory increased harmonious parent–child interaction and sensitive discipline of parents with mild intellectual disabilities or borderline intellectual functioning. Methods: Observer ratings of video-recorded structured interaction tasks at home formed pretest, post-test, and 3-month follow-up outcome data in a randomized controlled trial with 85 families. Repeated measures analyses of variance and covariance were conducted to test for the intervention effect and possible moderation by IQ and adaptive functioning. Results: The intervention effect on harmonious parent–child interaction was conditional on parental social adaptive behaviour at pretest, with lower adaptive functioning associated with stronger intervention benefit at post-test and follow-up compared to care as usual. Intervention effects were not conditional on parental IQ. Intervention effects for sensitive discipline were not found. Conclusion: Although the video-feedback intervention did not affect observed parenting for the average parent, it may benefit interaction between children and parents with lower parental adaptive functioning.

Original languageEnglish
Pages (from-to)304-311
Number of pages8
JournalChild: Care, Health and Development
Volume44
Issue number2
DOIs
Publication statusPublished - 1 Mar 2018

Keywords

  • mild intellectual disability
  • parenting
  • parent–child interactions
  • randomized controlled trial
  • sensitivity
  • video-feedback intervention

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