The potential of video feedback interventions to improve parent-child interaction skills in parents with intellectual disability

Abstract Parents with intellectual disability (ID) comprise a vulnerable population commonly in need of parenting support. Many parents with ID may struggle to engage in sensitive and responsive parent-child interactions due to cognitive, social, and economic challenges. Despite a large body of literature discussing parenting by people with ID, there is a concerning lack of evidence-based training programs targeting parent-child interaction skills in this population. As a growing number of parents with ID are referred for social and protective services, innovation is needed to support this group of parents. Video feedback (VF) interventions, in which parents view themselves engaging in positive, naturally-occurring interactions with their children under the guidance of a therapeutic coach, may fill this need. Here, we review challenges posed to many parents with ID, particularly those related to social information processing. We then describe key characteristics of VF interventions, explain how these characteristics accentuate the strengths and accommodate the challenges of parents with ID, and discuss population-specific adaptations of existing VF programs.