Video-led feedback program reduces behavior problems in children as young as 12 months
A home-based parenting program to stop childhood behavior problems, which very unusually focuses on children once they are still toddlers and, in some cases, just 12 months old, has proven highly successful during its first public health trial.
The six-session program involves providing carefully-prepared feedback to oldsters about how they will repose positive moments when playing and interesting with their child using video clips of everyday interactions, which are filmed by a health care provider while visiting their home.
It was trialed with 300 families of youngsters who had shown early signs of behavior problems. half the families received the program alongside routine healthcare support, while the opposite half received routine support alone. When assessed five months later, the youngsters whose families had access to the video-feedback approach displayed significantly reduced behavioral problems compared with those whose families had not.
All of the youngsters were aged only one or two: far younger than the age at which interventions for behavior problems are normally available. The results suggest that providing tailored support for folks at this earlier stage if their children show early signs of challenging behavior—such as very frequent or intense tantrums, or aggressive behavior—would significantly reduce the probabilities of these problems worsening.
Children with enduring behavior problems often experience many other difficulties as they grow up: with the physical and psychological state, education, and relationships. Behavior problems currently affect 5% to 10% of all children.
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The trial—one of the first-ever 'real-world' tests of intervention for challenging behaviors in children who are so young—was administered by health professionals at six NHS Trusts in England and funded by the National Institute for Health Research. it had been a part of a wider project called 'Healthy Start, Happy Start', which is testing the video-based approach, led by academics at the University of Cambridge and Imperial College London.
Dr. Christine O'Farrelly, from the Centre for Play in Education, Development and Learning (PEDAL), Faculty of Education, University of Cambridge, said: "Often, as soon as you progress a program like this to a true health service setting, you'd expect to ascertain a drop in its effectiveness compared with research conditions. Instead, we saw a transparent and striking change in child behavior."
Beth Barker, a search assistant at the PEDAL Centre, said: "The incontrovertible fact that this program was effective with children aged only one or two represents a true opportunity to intervene early and protect against enduring psychological state problems. the sooner we will support them, the higher we will do at improving their outcomes as they progress through childhood and into adult life."
The program, referred to as the Video-feedback Intervention to market Positive Parenting and Sensitive Discipline (VIPP-SD), is delivered across six home visits, each lasting about 90 minutes.
A home-based parenting program to stop childhood behavior problems, which very unusually focuses on children once they are still toddlers and, in some cases, just 12 months old, has proven highly successful during its first public health trial. This short animated film provides a quick overview of the research. Credit: Healthy Start, Happy Start.
Health professionals film the family in everyday situations—such as playing together, or having a meal—and then analyze the content in-depth. During a subsequent visit, they review specific clips, highlighting often fleeting moments when the oldsters and child appear to be 'in tune. They discuss what made these successful, also as any incidents during which tougher issues arose. This helps the oldsters to spot particular cues and signals from their children and respond in a manner that helps their children feel understood and reinforces positive engagement and behaviors.
The 300 participating families all had children who scored within the highest 20% for behavior problems during standard healthcare assessments. Misbehavior may be a normal part of toddlerhood, and not all of the youngsters would necessarily have gone on to develop serious problems. All were, however, deemed 'at-risk because they exhibited challenging behaviors like tantrums and rule-breaking more severely and regularly than most. These are often the first symptoms of disruptive behavior disorders and typically emerge at 12 to 36 months.
The researchers used various tools, principally interviews with the oldsters, to assess each child's behavior before the trial, and again five months after. Each child received a score that supported the frequency and severity of challenging behaviors including tantrums, 'destructive' behaviors (such as deliberately breaking a toy or spilling a drink); resisting rules and requests; and aggressive behavior (hitting or biting).
Between the assessments, all 300 families received the routine healthcare available to them for early symptoms of behavior problems. The researchers describe this as 'typically minimal', as there's currently no standard pathway of support for behavior problems in such young children. Only half the families got access to the parenting program.
In the second assessment, five months later, children from families who received the additional video feedback support scored significantly lower for all measures of behavior problems than those that only received routine care.
The average difference between the many the 2 groups was 2.03 points. While the precise meaning of this varied counting on the precise problems exhibited by the kid, the researchers describe it as roughly like the difference between having tantrums a day and having tantrums once or twice every week. Similarly, within the case of destructive behaviors, it represents the disparity between regularly throwing or breaking toys and other items, and barely doing so in the least.
Encouragingly, 95% of the participants persevered with the trial to its conclusion, suggesting that the majority of families can accommodate the visits.
Paul Ramchandani, Professor of Play in Education, Development, and Learning at the University of Cambridge, said: "To provide this program in any health service would require investment, but it can really be delivered as a part of routine care. Doing so would benefit a gaggle of youngsters who are in danger of happening to possess problems with their education, behavior, future wellbeing, and psychological state. there's an opportunity here to take a position early and alleviate those difficulties now, potentially preventing problems within the long run that is far worse.
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