1. Video-Modeling with Feedback KELSIE BURKHARD SEDP 651: RESEARCH IN ACTION VIRGINIA COMMONWEALTH UNIVERSITY

2. 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)

3. 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

4. Research Question  “How will the use of video- modeling with feedback affect perceptions of self-efficacy for a father of a child (birth to age 3) with a disability receiving early intervention services?”

5. 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

6. 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)

7. 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?

8. 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

9. 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

10. 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.

11. 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?

12. 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

13. 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

14. 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

15. 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. 35- 37). Windsor, UK: NFER-NELSON.