The Video Interaction Project (VIP) is a relationship-based, individualized parent-child intervention that is administered to families in the context of pediatric primary care. VIP takes place from birth to five years, with fifteen 30-45 minute sessions taking place primarily on the day of primary care visits. VIP sessions are facilitated by a Child Development Specialist (CDS), who meets one-on-one with families. VIP visits are scheduled to coincide with regularly scheduled pediatric well child visits, either before or after the pediatrician or other care provider sees the child. The CDS delivers a curriculum focused on supporting interactions in the context of pretend play, shared reading and daily routines, to enhance child development and school readiness. This takes place utilizing several components including:
1. Video-recording of mother-child interaction: A 5-7 minute video of each mother-child dyad engaging in activities suggested and modeled by the CDS using a provided developmentally-appropriate learning material is created and reviewed. The mother and CDS then watch the video together, with the CDS making observations about the mother’s interactions with her child. The CDS reinforces positive interactions and provides suggestions regarding missed opportunities for interaction. A copy of the video is given to the parent to take home to support the implementation of activities in the home and shared with other family members.
2. Provision of learning materials: Developmentally appropriate learning materials, including a toy and/or book, are given to families at each visit to take home. Learning materials were selected to promote parent-child engagement in activities likely to support child development.
3. Pamphlets: Messages are reinforced using written, visit-specific pamphlets which the CDS reviews with each mother. Each pamphlet includes suggestions for interacting with the child through play, shared reading and daily routines. The CDS encourages the parent to show the pamphlet to the pediatric provider who further reinforces messages.
Key Research Findings
Increased parent-child interactions through reading, teaching and play (Mendelsohn et al., 2005; Mendelsohn et al., 2007; Mendelsohn et al., 2011a)
Reduced television exposure, in part resulting from enhanced interactions (Mendelsohn et al., 2011b)
Reduced maternal depressive symptoms (Berkule, Huberman, Dreyer, Cates, Arevalo, Ledesma, Burtchen, & Mendelsohn, 2012; abstract accepted for presentation at the Pediatric Academic Societies 2012 meeting)
Reduced parenting stress (Cates et. al., 2012; abstract accepted for presentation at the Pediatric Academic Societies 2012 meeting)
Reduced need for Early Intervention (Mendelsohn et al., 2005)
Enhanced cognition, language through age 3 years (Mendelsohn et al., 2005; Mendelsohn et al., 2007); IQ, reading at school entry (Mendelsohn et al., 2011c)