Video-Feedback Intervention to promote Positive Parenting-Sensitive Discipline® (VIPP-SD) Meets HHS Criteria

Model effectiveness research report last updated: 2023

Model overview

Theoretical approach

Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is a home visiting model grounded in (1) attachment theory, developed by John Bowlby and Mary Ainsworth; and (2) coercion theory, developed by Gerald Patterson. Attachment theory emphasizes the importance of sensitive responsiveness, which refers to a caregiver accurately perceiving and responding to a child’s signals. Coercion theory rests on the belief that children are more likely to exhibit negative behavior when caregivers use ineffective discipline techniques. VIPP-SD blends the two theories by supporting caregivers when they try to take the child’s perspective and signals into account when providing discipline.

VIPP-SD has been adapted for specific populations, including families with infants, families with children who have autism, and children in foster care (described under Adaptations and Enhancements). VIPP-SD has also been adapted for online delivery (Virtual VIPP-SD). Other adaptations of the model serve teaching staff in child care settings and schools, and VIPP-PRE serves fathers during the prenatal period using ultrasounds to stimulate sensitive interaction before the birth of their child. These versions were excluded from the HomVEE review because they are not delivered by home visits. This profile is based on versions of VIPP-SD that use home visiting as the primary service delivery method.

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Model services

VIPP-SD consists of visits conducted in the caregiver’s home while the child is present. During the first visit, the home visitor introduces the caregiver to the VIPP-SD model and answers any questions. The home visitor also records a video of the caregiver and child interacting. After the visit, the home visitor views the recording, selects clips of the video to share with the caregiver, and prepares feedback on the selected clips. During subsequent home visits, the home visitor begins by recording another round of caregiver–child interactions, followed by a discussion between the home visitor and caregiver about the prepared video clips from the previous visit. The home visitor provides feedback and tips on the following topics:

Parental sensitivity, which involves the following:

  • Attending to the child’s subtle signals and expressions
  • Appropriately reacting to the child’s signals
  • Sharing positive and negative emotions

Sensitive discipline, which involves the following:

  • Using consistent discipline strategies and setting limits
  • Using distraction and noncoercive responses to challenging behavior from the child
  • Providing positive reinforcement by praising the child’s positive behavior and ignoring attention-seeking behavior
  • Providing sensitive pauses (time-outs) to de-escalate temper tantrums
  • Empathizing with the child

Although the intervention manual specifies the general content of each visit, the home visitor tailors feedback to each family based on the home visitor’s video-recorded observations.

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Intended population

VIPP-SD serves caregivers of children ages 1 through 7 who have an increased risk of behavioral problems. The only studies of VIPP-SD included in the HomVEE review were those of sites that included families with children ages 1 through 5. View Revisions

Where to find out more

Centre for Child and Family Studies
Leiden University
The Netherlands

Phone: +31 (071) 527-3434
Email: vipp@fsw.leidenuniv.nl
Website: http://vippleiden.com/en

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