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

Abstract

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.

Keywords:

• mild intellectual disabilities
• parent–child interaction
• intervention programs
• child abuse and neglect

Acknowledgements

We wish to express gratitude to Dr. C.G.C. Janssen, for his advice and support. Furthermore, we would like to thank L. Claassens, L. Van den Berg, E. Lemmens and N. Mollema and numerous students for their role in data collection and data entry. Finally, the authors would like to thank the parents, home visitors and other members of care organizations who contributed generously to this study.

Funding

This research was supported by grant of ZonMw [grant 57000006] (The Netherlands Organisation for Health Research and Development).