Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities
IntroductionChildren with neurodevelopmental disabilities (NDs) display several developmental impairments across various domains that impact parent–child interactions, emphasizing the need for effective early interventions. This multi-centric study aimed to evaluate the impact of video-feedback inte...
Saved in:
| Main Authors: | , , , , , , , , , , |
|---|---|
| Format: | Article |
| Language: | English |
| Published: |
Frontiers Media S.A.
2025-01-01
|
| Series: | Frontiers in Psychology |
| Subjects: | |
| Online Access: | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1504338/full |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| _version_ | 1841554337287897088 |
|---|---|
| author | Rosario Montirosso Serena Micheletti Camilla Pisoni Eleonora Mascheroni Elisa Scarano Elisa Scarano Cecilia Naboni Elisa Rosa Annalisa Castagna Margherita Bonino Elisa Fazzi Elisa Fazzi Simona Orcesi Simona Orcesi |
| author_facet | Rosario Montirosso Serena Micheletti Camilla Pisoni Eleonora Mascheroni Elisa Scarano Elisa Scarano Cecilia Naboni Elisa Rosa Annalisa Castagna Margherita Bonino Elisa Fazzi Elisa Fazzi Simona Orcesi Simona Orcesi |
| author_sort | Rosario Montirosso |
| collection | DOAJ |
| description | IntroductionChildren with neurodevelopmental disabilities (NDs) display several developmental impairments across various domains that impact parent–child interactions, emphasizing the need for effective early interventions. This multi-centric study aimed to evaluate the impact of video-feedback intervention (VFI) on enhancing maternal behavior (i.e., sensitivity) and socio-emotional skills (i.e., engagement and emotionality) in children with NDs during normal or stressful interactions (i.e., the Face-to-Face Still-Face, [FFSF]) paradigm.MethodsA single-cohort design with pre-(T0) and post-(T1) intervention assessment was used to evaluate 37 mother–child dyads from three units in Northern Italy. The children, aged between 6 and 24 months, had a diagnosis of ND, including psychomotor delay (n = 26) and cerebral palsy (n = 5). The VFI was administered over 6 weeks, with each session focusing on improving parents’ developmental supporting behaviors and enhancing the quality of parent–child interactions. Using the Global Rating Scale coding system (GRS), child behaviors (engagement and emotionality) and maternal behavior (sensitivity) were assessed during the FFSF.ResultsAnalyses of variance (ANOVA) indicated significant improvement post-intervention in child engagement in the Reunion episode, with an increase in mother-directed gaze communicative gestures and positive vocalization. A paired sample t-test revealed that the mother’s sensitivity significantly improves between T0 and T1 during the Reunion phase. Moreover, a higher increase in sensitive maternal behavior during the Reunion phase was associated with greater child engagement at T1 during the Reunion episode. No significant changes post-intervention were observed in the emotionality of the child.ConclusionThe VFI effectively enhanced socio-emotional skills and maternal sensitivity during parent–child interactions, particularly in recovering from interactive disruptions. |
| format | Article |
| id | doaj-art-85161137fd2d436184a75f5f64be57a9 |
| institution | Kabale University |
| issn | 1664-1078 |
| language | English |
| publishDate | 2025-01-01 |
| publisher | Frontiers Media S.A. |
| record_format | Article |
| series | Frontiers in Psychology |
| spelling | doaj-art-85161137fd2d436184a75f5f64be57a92025-01-08T14:09:33ZengFrontiers Media S.A.Frontiers in Psychology1664-10782025-01-011510.3389/fpsyg.2024.15043381504338Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilitiesRosario Montirosso0Serena Micheletti1Camilla Pisoni2Eleonora Mascheroni3Elisa Scarano4Elisa Scarano5Cecilia Naboni6Elisa Rosa7Annalisa Castagna8Margherita Bonino9Elisa Fazzi10Elisa Fazzi11Simona Orcesi12Simona Orcesi130-3 Center for the at-Risk Infant, Scientific Institute IRCCS Medea, Lecco, ItalyUnit of Child and Adolescence Neuropsychiatry, ASST Spedali Civili, Brescia, ItalyNeonatal Unit and Neonatal Intensive Care Unit, Fondazione IRCCS Policlinico San Matteo, Pavia, Italy0-3 Center for the at-Risk Infant, Scientific Institute IRCCS Medea, Lecco, ItalyUnit of Child and Adolescence Neuropsychiatry, ASST Spedali Civili, Brescia, ItalyDepartment of Clinical and Experimental Sciences, University of Brescia, Brescia, ItalyDepartment of Brain and Behavioral Sciences, University of Pavia, Pavia, Italy0-3 Center for the at-Risk Infant, Scientific Institute IRCCS Medea, Lecco, Italy0-3 Center for the at-Risk Infant, Scientific Institute IRCCS Medea, Lecco, ItalyNeuropsychiatry and Neurorehabilitation Unit, Scientific Institute IRCCS Medea, Lecco, ItalyUnit of Child and Adolescence Neuropsychiatry, ASST Spedali Civili, Brescia, ItalyDepartment of Clinical and Experimental Sciences, University of Brescia, Brescia, ItalyDepartment of Brain and Behavioral Sciences, University of Pavia, Pavia, ItalyDepartment of Child Neurology and Psychiatry, IRCCS Mondino Foundation, Pavia, ItalyIntroductionChildren with neurodevelopmental disabilities (NDs) display several developmental impairments across various domains that impact parent–child interactions, emphasizing the need for effective early interventions. This multi-centric study aimed to evaluate the impact of video-feedback intervention (VFI) on enhancing maternal behavior (i.e., sensitivity) and socio-emotional skills (i.e., engagement and emotionality) in children with NDs during normal or stressful interactions (i.e., the Face-to-Face Still-Face, [FFSF]) paradigm.MethodsA single-cohort design with pre-(T0) and post-(T1) intervention assessment was used to evaluate 37 mother–child dyads from three units in Northern Italy. The children, aged between 6 and 24 months, had a diagnosis of ND, including psychomotor delay (n = 26) and cerebral palsy (n = 5). The VFI was administered over 6 weeks, with each session focusing on improving parents’ developmental supporting behaviors and enhancing the quality of parent–child interactions. Using the Global Rating Scale coding system (GRS), child behaviors (engagement and emotionality) and maternal behavior (sensitivity) were assessed during the FFSF.ResultsAnalyses of variance (ANOVA) indicated significant improvement post-intervention in child engagement in the Reunion episode, with an increase in mother-directed gaze communicative gestures and positive vocalization. A paired sample t-test revealed that the mother’s sensitivity significantly improves between T0 and T1 during the Reunion phase. Moreover, a higher increase in sensitive maternal behavior during the Reunion phase was associated with greater child engagement at T1 during the Reunion episode. No significant changes post-intervention were observed in the emotionality of the child.ConclusionThe VFI effectively enhanced socio-emotional skills and maternal sensitivity during parent–child interactions, particularly in recovering from interactive disruptions.https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1504338/fullneurodevelopmental disabilitiesearly interventionvideo-feedback interventionchild engagementemotional regulationface-to-face still-face paradigm |
| spellingShingle | Rosario Montirosso Serena Micheletti Camilla Pisoni Eleonora Mascheroni Elisa Scarano Elisa Scarano Cecilia Naboni Elisa Rosa Annalisa Castagna Margherita Bonino Elisa Fazzi Elisa Fazzi Simona Orcesi Simona Orcesi Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities Frontiers in Psychology neurodevelopmental disabilities early intervention video-feedback intervention child engagement emotional regulation face-to-face still-face paradigm |
| title | Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities |
| title_full | Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities |
| title_fullStr | Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities |
| title_full_unstemmed | Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities |
| title_short | Video-feedback intervention for promoting social engagement in children with neurodevelopmental disabilities |
| title_sort | video feedback intervention for promoting social engagement in children with neurodevelopmental disabilities |
| topic | neurodevelopmental disabilities early intervention video-feedback intervention child engagement emotional regulation face-to-face still-face paradigm |
| url | https://www.frontiersin.org/articles/10.3389/fpsyg.2024.1504338/full |
| work_keys_str_mv | AT rosariomontirosso videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT serenamicheletti videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT camillapisoni videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT eleonoramascheroni videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT elisascarano videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT elisascarano videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT cecilianaboni videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT elisarosa videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT annalisacastagna videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT margheritabonino videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT elisafazzi videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT elisafazzi videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT simonaorcesi videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities AT simonaorcesi videofeedbackinterventionforpromotingsocialengagementinchildrenwithneurodevelopmentaldisabilities |