Video Interaction Guidance for Families of Children with Intellectual Disabilities
Author Information
Author(s): Tiffany Leung, Devlyn Glass, Charmaine Kohn, Lauren Turner, Zhixing Yang, Michael Absoud, Angela Casbard, Manuel Gomes, Gemma Grant, Angela Hassiotis, Eilis Kennedy, Sophie Levitt, Rachel McNamara, Elizabeth Randell, Vasiliki Totsika
Primary Institution: University College London
Hypothesis
Is remotely delivered Video Interaction Guidance (VIG) feasible and acceptable for parents of children with intellectual disabilities referred to specialist mental health services?
Conclusion
The study aims to evaluate the feasibility of delivering VIG as a remote intervention for parents of children with intellectual disabilities.
Supporting Evidence
- Children with intellectual disabilities are at higher risk for mental health problems.
- Remote interventions like VIG could alleviate pressures on mental health services.
- Video feedback interventions have shown promise in improving parent-child interactions.
Takeaway
This study is testing if video calls can help parents of children with learning disabilities by showing them how to interact better with their kids.
Methodology
The study will involve 50 participants randomly assigned to either receive remote VIG or treatment as usual, with outcomes assessed through surveys and interviews.
Potential Biases
Potential biases may arise from self-reported data and the specific context of the study's implementation.
Limitations
The study's findings may not be generalizable beyond the specific population of families with children with intellectual disabilities.
Participant Demographics
Parents of children aged 6-12 years with intellectual disabilities referred to specialist mental health services.
Digital Object Identifier (DOI)
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