Video-Modeling with
Feedback
KELSIE BURKHARD
SEDP 651: RESEARCH IN ACTION
VIRGINIA COMMONWEALTH UNIVERSITY
Parent Involvement in Early
Intervention

Family-focused EI

Collaboration between parents and professionals
fosters understanding and provides the tools necessary
for reaching outcomes (Rump, 2002)
Low father involvement?

Often collaboration focuses only on mother,
professional’s views and parent roles differ

(Rump, 2002) (Flippin & Crais, 2011)

Gender differences in learning styles (Flippin &
Crais, 2011)

Responsive fathering is a strong predictor of child
outcomes (Flippin & Crais, 2011)

Professionals want to engage fathers…
 To improve family outcomes
 Increase family cohesion and decrease level of
family stress
Research Question
“How
will the use of videomodeling with feedback affect
perceptions of self-efficacy for a
father of a child (birth to age 3)
with a disability receiving early
intervention services?”
Summary of the Literature
Parent-child interactions

Late preterm gestation infants
(born at 34-36 weeks)

Deaf and hard of hearing children
(6 months-6 years)

Children with Autism (3-7 years)
Videotaped and reviewed

Appropriate infant cues

Communication strategies

Social reciprocity skills
Findings From the Literature

An effective approach for teaching fathers a new skill (Elder et al., 2011)

Can improve the quality of parent-child interactions (Lam-Cassettari et al.,
2015; Benzies et al., 2013)

May improve parent self-esteem (Lam-Cassettari et al., 2015)

Enhanced belief in parenting ability

Sense of enjoyment interacting with their child

“self-modeled behavior enhances perception of self-efficacy” (Benzies et
al., 2013, p. 338)

Video-feedback is based on the premise of empowering parents to
perpetuate more successful communicative behaviors (Lam-Cassettari et
al., 2015)
Gaps in the Literature

Early childhood, but not in relation to Part C Early
Intervention services

Longitudinal study?

How does it affect father involvement in early
intervention?
Research Plan: Target Participant

A biological father and his child, aged birth to 3
with a disability or developmental delay

Receiving early intervention services

Father does not regularly participate in home
visits
Research Plan: Intervention
Procedure

Videotaping a parent and child interaction

Video is replayed and strengths-based feedback is shared
between the parent and professional

2 sessions

Using the iPad!

Natural environment

Father’s choice as to what will be videotaped

A supervising early intervention professional to assist in
providing feedback
Research Plan: Data Collection
Self-Efficacy Questionnaire
*Please rate yourself for each question below with a number 1-4:
1= Not True, 2= Sometimes True, 3= Usually True, 4= Very True

___ 1. I can identify learning opportunities for my child when interacting
with him/her.

___ 2. I can support my child in reaching his/her goals.

___ 3. I understand what strategies are being implemented with my child.

___ 4. I can discuss and strategize with my family’s early intervention
service providers.

___ 5. I know where to seek out support related to my family’s needs.
Research Plan: Data Collection
Post-Intervention Interview Questions

What did you like about video modeling with feedback as an approach
for supporting your interactions with your child? What did you not like
about it?

Is this a useful technique for you? Why or why not?

After the video modeling with feedback, tell me about your confidence
level on implementing strategies with your child?

Are there any barriers that prevent you from participating in early
intervention sessions? If so, what are they?

What more could early intervention professionals do to include male
figures in early intervention?
Research Plan: Data Analysis

Pre and post questionnaires will be compared
 to
determine if there was any change in their
perceptions of self-efficacy related to being
involved in early intervention

Analyzing answers to the post-intervention interview
 Was
this a useful strategy for the father?
 highlight
any areas for improvement
Collaboration

Premise is to collaborate effectively with families,
specifically fathers

Collaboration among professionals
 interdisciplinary
practice takes place by allowing
professionals to share expertise and advice
among one another
 the
video footage can be saved and consulted
at a later date
Dissemination Plan

Results shared with the supervisor at the early intervention
program

Supervisor should share the results and the process of
implementation with his/her practitioners

Strategy can be shared with professionals at other EI
locations

Another recommendation would be to try this strategy with
additional fathers
References

Bandura, A. (2006). Guide for constructing self-efficacy scales. Self-efficacy beliefs of adolescents (pp.
307-337). Charlotte, NC: Information Age Publishing.

Benzies, K. M., Magill-Evans, J., Kurilova, J., Nettel-Aguirre, A., Blahitka, L., & Lacaze-Masmonteil, T. (2013).
Effects of video-modeling on the interaction skills of first-time fathers of late preterm infants. Infants &
Young Children, 26 (4), 333-348.

Elder, J. H., Serrano, M., Donaldson, S. O., Kairalla, J., Valcante, G., Bendixen, R., Ferdig, R., Self, E., Walker,
J., Palau, C., & Serrano, M. (2011). In-home training for fathers of children with autism: A follow up study
and evaluation of four individual training components. Journal of Child and Family Studies, 20(3), 263–271.

Infant & Toddler Connection of Virginia. (2015). Early intervention supports and services in the infant &
toddler connection of Virginia. Retrieved from http://infantva.org/fam-SupportServices.htm.

Flippin, M., & Crais, E. R. (2011). The need for more effective father involvement in early autism
intervention: A systematic review and recommendations. Journal of Early Intervention, 33 (1), 24-50.

Lam-Cassettari, C., Wadnerkar-Kamble, M. B., & James, D. M. (2015). Enhancing parent–child
communication and parental self-esteem with a video-feedback intervention: Outcomes with prelingual
deaf and hard-of-hearing children. Journal of Deaf Studies and Deaf Education, 20 (3), 266-274.

Rump, M. L. (2002). Involving fathers of young children with special needs. Young Children, 57 (6), 18-20.

Schwarzer, R., & Jerusalem, M. (1995). Generalized Self-Efficacy scale. In J. Weinman, S. Wright, & M.
Johnston, Measures in health psychology: A user’s portfolio. Causal and control beliefs (pp. 3537). Windsor, UK: NFER-NELSON.