Skip to main content
padlock icon - secure page this page is secure

Tailoring a video-feedback intervention for sensitive discipline to parents with intellectual disabilities: a process evaluation

Buy Article:

$55.00 + tax (Refund Policy)

Parenting support programs for the general population may not be effective for parents with intellectual disabilities (ID). A videobased intervention program based on attachment and coercion theory (Video-feedback Intervention to promote Positive Parenting with additional focus on Sensitive Discipline; VIPP-SD) was tailored to parents with ID and the implementation of the adapted program was evaluated by the home visitors conducting the program. Home visitors (N = 17) of 36 families rated the intervention process during each session. Home visitors’ evaluations showed a significant increase in positive ratings of parents’ easiness to work with, amenability to influence, and openness. Cooperation remained stable. A case example illustrated this process, showing how feedback using video facilitated changes in the perceptions and attributions of a mother with mild ID.
No Reference information available - sign in for access.
No Citation information available - sign in for access.
No Supplementary Data.
No Article Media
No Metrics

Keywords: child abuse and neglect; intervention programs; mild intellectual disabilities; parent–child interaction

Document Type: Research Article

Affiliations: 1: ASVZ, Sliedrecht, The Netherlands 2: Department of Clinical Child and Family Studies and EMGO+ Institute for Health and Care Research, VU University Amsterdam, Amsterdam, The Netherlands

Publication date: July 4, 2014

More about this publication?
  • Access Key
  • Free content
  • Partial Free content
  • New content
  • Open access content
  • Partial Open access content
  • Subscribed content
  • Partial Subscribed content
  • Free trial content
Cookie Policy
X
Cookie Policy
Ingenta Connect website makes use of cookies so as to keep track of data that you have filled in. I am Happy with this Find out more