Video-Feedback Intervention to Promote Positive Parenting-Sensitive Discipline® (VIPP-SD)

Last updated: May 2019

Effects Shown in Research & Outcome Measure Details

Child Development and School Readiness

Outcomes Rated High

Adapted Video Interaction to Promote Positive Parenting (iBASIS - VIPP)
Show Findings Details
Outcome Measure Effect Follow-up Timing Sample Sample Size Intervention Group Comparison Group Group Difference Effect Size Statistical Significance Outcome Type

Attention disengagement, measured by gap-overlap task

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = 0.48

Not statistically significant, p > 0.05

Primary

Autism Observation Scale for Infants (AOSI) total score

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = 0.50

Not statistically significant, p > 0.05

Primary

MacArthur-Bates Communicative Development Inventory (MCDI) expressive

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

52 dyads Not reported Not reported Not reported = -0.21

Not statistically significant, p > 0.05

Secondary

MacArthur-Bates Communicative Development Inventory (MCDI) receptiveness

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

51 dyads Not reported Not reported Not reported = -0.17

Not statistically significant, p > 0.05

Secondary

Manchester Assessment of Caregiver-Infant Interaction (MACI) Dyadic mutuality

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = 0.05

Not statistically significant, p > 0.05

Primary

Manchester Assessment of Caregiver-Infant Interaction (MACI) Infant affect

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = 0.19

Not statistically significant, p > 0.05

Primary

Manchester Assessment of Caregiver-Infant Interaction (MACI) Infant attentiveness

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = 0.29

Not statistically significant, p > 0.05

Primary

Mullen Scales of Early Learning (MSEL) expressive score

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = -0.24

Not statistically significant, p > 0.05

Primary

Mullen Scales of Early Learning (MSEL) receptive score

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

54 dyads Not reported Not reported Not reported = -0.42

Not statistically significant, p > 0.05

Primary

Vineland Adaptive Behavior Scales (VABS-II) communication

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

52 dyads Not reported Not reported Not reported = -0.36

Not statistically significant, p > 0.05

Secondary

Vineland Adaptive Behavior Scales (VABS-II) socialization

FavorableUnfavorable or ambiguousNo Effect

5 months

iBASIS-VIPP vs. usual care, London and Manchester

49 dyads Not reported Not reported Not reported = 0.42

Not statistically significant, p > 0.05

Secondary
Show Outcome Measure Summary
Outcome Measure Outcome Measure Description Collection Method Properties Outcome Type Operations links

Attention disengagement, measured by gap-overlap task

This measure uses computer eye-tracking equipment and software to measure saccadic reaction time when two objects are placed in an infant's view at different times.

Computer observation/measurement

Not reported by author.

Primary

Autism Observation Scale for Infants (AOSI) total score

The Autism Observation Scale for Infants (AOSI) is designed to detect early behavioral signs of autism in high-risk infants (those with an older sibling already diagnosed with autism spectrum disorder).

Trained observation

Not reported by author.

Primary

MacArthur-Bates Communicative Development Inventory (MCDI) expressive

The MacArthur-Bates Communicative Development Inventory (MCDI) is a parent-reported measure of early childhood vocabulary, language development, and non-verbal gestures.

Parent-report

Not reported by author.

Secondary

MacArthur-Bates Communicative Development Inventory (MCDI) receptiveness

The MacArthur-Bates Communicative Development Inventory (MCDI) is a parent-reported measure of early childhood vocabulary, language development, and non-verbal gestures.

Parent-report

Not reported by author.

Secondary

Manchester Assessment of Caregiver-Infant Interaction (MACI) Dyadic mutuality

The Manchester Assessment of Caregiver-Infant Interaction (MACI) is a collection of scales used to evaluate qualitative aspects of caregiver-child interaction observed in videotaped play.

Trained observation

Authors report this measure is validated and demonstrates high inter-rater agreement during the study.

Primary

Manchester Assessment of Caregiver-Infant Interaction (MACI) Infant affect

The Manchester Assessment of Caregiver-Infant Interaction (MACI) is a collection of scales used to evaluate qualitative aspects of caregiver-child interaction observed in videotaped play.

Trained observation

Authors report this measure is validated and demonstrates high inter-rater agreement during the study.

Primary

Manchester Assessment of Caregiver-Infant Interaction (MACI) Infant attentiveness

The Manchester Assessment of Caregiver-Infant Interaction (MACI) is a collection of scales used to evaluate qualitative aspects of caregiver-child interaction observed in videotaped play.

Trained observation

Authors report this measure is validated and demonstrates high inter-rater agreement during the study.

Primary

Mullen Scales of Early Learning (MSEL) expressive score

The Mullen Scales of Early Learning (MSEL) is a standardized assessment consisting of five scales, designed to measure motor, visual, and receptive skills in infants and young children.

Child assessment

Not reported by author.

Primary

Mullen Scales of Early Learning (MSEL) receptive score

The Mullen Scales of Early Learning (MSEL) is a standardized assessment consisting of five scales, designed to measure motor, visual, and receptive skills in infants and young children.

Child assessment

Not reported by author.

Primary

Vineland Adaptive Behavior Scales (VABS-II) communication

The Vineland Adaptive Behavior Scales II (VABS-II) is a set of standardized assessments used to diagnose and qualify behavioral or intellectual developmental disabilities.

Parent-report

Not reported by author.

Secondary

Vineland Adaptive Behavior Scales (VABS-II) socialization

The Vineland Adaptive Behavior Scales II (VABS-II) is a set of standardized assessments used to diagnose and qualify behavioral or intellectual developmental disabilities.

Parent-report

Not reported by author.

Secondary

Outcomes Rated Moderate

Video-Feedback Intervention to Promote Positive Parenting-Sensitive Discipline® (VIPP-SD)
Show Findings Details
Outcome Measure Effect Follow-up Timing Sample Sample Size Intervention Group Comparison Group Group Difference Effect Size Statistical Significance Outcome Type Notes

Dutch Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Externalizing Problems scale: Aggressive

FavorableUnfavorable or ambiguousNo Effect

1 year

VIPP-SD vs. comparison, western Netherlands

242 dyads Unadjusted mean = 4.78 Unadjusted mean = 4.90 MD = -0.12 = -0.04

Not statistically significant, p = 0.77

Secondary

footnote162

Submitted by user on Fri, 03/15/2019 - 14:29

Negative value is favorable to the intervention.

Dutch Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Externalizing Problems scale: Oppositional

FavorableUnfavorable or ambiguousNo Effect

1 year

VIPP-SD vs. comparison, western Netherlands

242 dyads Unadjusted mean = 14.02 Unadjusted mean = 14.68 MD = -0.66 = -0.12

Not statistically significant, p = 0.37

Secondary

footnote162

Submitted by user on Fri, 03/15/2019 - 14:29

Negative value is favorable to the intervention.

Dutch Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Externalizing Problems scale: Overactive

FavorableUnfavorable or ambiguousNo Effect

1 year

VIPP-SD vs. comparison, western Netherlands

242 dyads Unadjusted mean = 3.58 Unadjusted mean = 4.05 MD = -0.47 = -0.25

Not statistically significant, p = 0.06

Secondary

footnote162

Submitted by user on Fri, 03/15/2019 - 14:29

Negative value is favorable to the intervention.

Show Outcome Measure Summary
Outcome Measure Outcome Measure Description Collection Method Properties Outcome Type Operations links

Dutch Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Externalizing Problems scale: Aggressive

The Child Behavior Checklist for Ages 1.5-5 (CBCL/1-1.5) is a checklist of 100 different behaviors, designed to help identify externalizing problems in infants. The aggressive scale involved 9 of the 100 behaviors. Mother report

Authors reported that this measure is validated and was internally consistent in this study. Chronbach's alpha = 0.75.

Secondary

Dutch Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Externalizing Problems scale: Oppositional

The Child Behavior Checklist for Ages 1.5-5 (CBCL/1-1.5) is a checklist of 100 different behaviors, designed to help identify externalizing problems in infants. The oppositional scale involved 17 of the 100 behaviors. Mother report

Authors reported that this measure is validated and was internally consistent in this study. Chronbach's alpha = 0.89.

Secondary

Dutch Child Behavior Checklist for Ages 1.5-5 (CBCL/1.5-5) Externalizing Problems scale: Overactive

The Child Behavior Checklist for Ages 1.5-5 (CBCL/1-1.5) is a checklist of 100 different behaviors, designed to help identify externalizing problems in infants. The overactive scale involved 5 of the 100 behaviors. Mother report

Authors reported that this measure is validated and was internally consistent in this study. Chronbach's alpha = 0.66.

Secondary
Video-Feedback Intervention to Promote Positive Parenting adapted to Autism (VIPP-AUTI)
Show Findings Details
Outcome Measure Effect Follow-up Timing Sample Sample Size Intervention Group Comparison Group Group Difference Effect Size Statistical Significance Outcome Type

Early Social and Communication Scales (ESCS): Initiating Joint Attention (3 month follow-up)

FavorableUnfavorable or ambiguousNo Effect

3-month

VIPP-AUTI vs. usual care, Utrecht

72 dyads Adjusted mean = 33.42 Adjusted mean = 34.41 MD = -0.99 = -0.15

Not statistically significant, p = 0.51

Secondary

Early Social and Communication Scales (ESCS): Initiating Joint Attention (post-test)

FavorableUnfavorable or ambiguousNo Effect

Immediate post-test

VIPP-AUTI vs. usual care, Utrecht

72 dyads Adjusted mean = 33.79 Adjusted mean = 36.09 MD = -2.30 = -0.35

Not statistically significant, p = 0.15

Secondary

Early Social and Communication Scales (ESCS): Responding to Joint Attention (3 month follow-up)

FavorableUnfavorable or ambiguousNo Effect

3-month

VIPP-AUTI vs. usual care, Utrecht

72 dyads Adjusted mean = 51.68 Adjusted mean = 52.94 MD = -1.26 = -0.07

Not statistically significant, p = 0.77

Secondary

Early Social and Communication Scales (ESCS): Responding to Joint Attention (post-test)

FavorableUnfavorable or ambiguousNo Effect

Immediate post-test

VIPP-AUTI vs. usual care, Utrecht

72 dyads Adjusted mean = 48.63 Adjusted mean = 54.06 MD = -5.43 = -0.35

Not statistically significant, p = 0.15

Secondary

Emotional Availability Scales (EAS): Child Involvement

FavorableUnfavorable or ambiguousNo Effect

Immediate post-test

VIPP-AUTI vs. usual care, Utrecht

76 dyads Adjusted mean = 5.02 Adjusted mean = 4.99 MD = 0.03 = 0.06

Not statistically significant, p = 0.78

Secondary

Emotional Availability Scales (EAS): Child Responsiveness

FavorableUnfavorable or ambiguousNo Effect

Immediate post-test

VIPP-AUTI vs. usual care, Utrecht

76 dyads Adjusted mean = 5.25 Adjusted mean = 5.19 MD = 0.06 = 0.05

Not statistically significant, p = 0.83

Secondary
Show Outcome Measure Summary
Outcome Measure Outcome Measure Description Collection Method Properties Outcome Type Operations links

Early Social and Communication Scales (ESCS): Initiating Joint Attention

The Early Social and Communication Scales (ESCS) assess joint attention skills, behaviors, and related forms of social interaction in children.

Observer-coded

The author reported an intra-class correlation between two independent coders of 0.92.

Secondary

Early Social and Communication Scales (ESCS): Responding to Joint Attention (post-test)

The Early Social and Communication Scales (ESCS) assess joint attention skills, behaviors, and related forms of social interaction in children.

Observer-coded

The author reported an intra-class correlation between two independent coders of 0.94.

Secondary

Emotional Availability Scales (EAS): Child Involvement

The Emotional Availability Scales (EAS): Child Involvement scale measures parent-child interactions for intensity of child's efforts to engage the parent in interactions.

Observer-rated

Scale from 1 to 7. Interrater reliability for the child involvement scale was 0.75.

Secondary

Emotional Availability Scales (EAS): Child Responsiveness

The Emotional Availability Scales (EAS): Child Responsiveness scale measures parent-child interactions for intensity of child's responsiveness to parent's engagement.

Observer-rated

Scale from 1 to 7. Interrater reliability for the child responsiveness scale was 0.73.

Secondary
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