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

Last updated: 2019

Effects shown in research & outcome measure details

Child development and school readiness

Findings rated high

Green, J., Charman, T., Pickles, A., Wan, M. W., Elsabbagh, M., Slonims, V., . . . Jones, E. J. (2015). Parent-mediated intervention versus no intervention for infants at high risk of autism: A parallel, single-blind, randomised trial. The Lancet Psychiatry, 2(2), 133–140.

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
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
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
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
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
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
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
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
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
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
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
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

Show outcome measure summary

Outcome measure	Outcome measure description	Collection method	Properties	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.
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.
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.
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.
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.
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.
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.
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.
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.
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.
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.

Findings rated moderate

Van Zeijl, J., Mesman, J., Van IJzendoorn, M. H., Bakermans-Kranenburg, M. J., Juffer, F., Stolk, M. N., . . . Alink, L. R. (2006). Attachment-based intervention for enhancing sensitive discipline in mothers of 1-to 3-year-old children at risk for externalizing behavior problems: A randomized controlled trial. Journal of Consulting and Clinical Psychology, 74(6), 994–1005.

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	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	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	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	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	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.
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.
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.

Poslawsky, I. E., Naber, F. B., Bakermans-Kranenburg, M. J., van Daalen, E., van Engeland, H., & van IJzendoorn, M. H. (2015). Video-feedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI): A randomized controlled trial. Autism, 19(5), 588–603.

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
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
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
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
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
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
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

Show outcome measure summary

Outcome measure	Outcome measure description	Collection method	Properties	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.
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.
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.
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.

View Revisions