A 4-minute video improves parents' instruction delivery to young children

A multiple-baseline investigation

Andrew R. Riley, Emily A. Boshkoff, Abby Neisius, Kurt Freeman

Research output: Contribution to journalArticle

Abstract

Researchers have noted the potential of very brief technology-based multimedia interventions to disseminate positive parenting practices in pediatric primary care. Such interventions are well-accepted and reported as useful, but no study has objectively assessed their effects on target parenting behaviors. To determine the effects of a 4-min video intervention on effective instruction delivery, a multiphase multiple-baseline across participants design was used to sequentially expose parent- child dyads (N = 3) to the following conditions: Baseline, Video Intervention, Video Intervention + Self- Feedback, Video Intervention + Self-Feedback + Researcher-Feedback. Parent-child dyads were directly observed and parent behavior was coded for effective instruction delivery. Each dyad showed improvement in effective instruction delivery in response to the intervention. For 2/3 dyads, feedback phases resulted in additive gains. The results demonstrate that in addition to being well-accepted and perceived as useful, ultra-brief multimedia interventions hold potential to alter specific parenting behaviors.

Original languageEnglish (US)
Pages (from-to)396-404
Number of pages9
JournalClinical Practice in Pediatric Psychology
Volume4
Issue number4
DOIs
StatePublished - 2016

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Parenting
Parents
Multimedia
Research Personnel
Primary Health Care
Pediatrics
Technology

Keywords

  • child behavior
  • discipline
  • multimedia
  • parenting

ASJC Scopus subject areas

  • Clinical Psychology
  • Developmental and Educational Psychology
  • Applied Psychology
  • Pediatrics, Perinatology, and Child Health

Cite this

A 4-minute video improves parents' instruction delivery to young children : A multiple-baseline investigation. / Riley, Andrew R.; Boshkoff, Emily A.; Neisius, Abby; Freeman, Kurt.

In: Clinical Practice in Pediatric Psychology, Vol. 4, No. 4, 2016, p. 396-404.

Research output: Contribution to journalArticle

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