Video-Feedback Intervention to promote Positive Parenting–Sensitive Discipline® (VIPP–SD)

Model Effectiveness
Evidence Based Model
MIECHV Eligible

56

Manuscripts

Released in 2002 through 2021

3

Manuscripts

Impact studies rated high or moderate quality

Services intended at ages
12-23 months
24-35 months
36-47 months
48+ months
Favorable results from well-defined research
Child development and school readiness
Positive parenting practices

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Where to find out more

Effectiveness

This model meets criteria established by the U.S. Department of Health and Human Services for an evidence-based home visiting model.

Does not meet criteria for an evidence-based home visiting model for Indigenous peoples and communities.

Extent of Evidence

For more information about manuscripts, search the research database.

For more information on the criteria used to rate research, please see details of HomVEEʼs methods and standards.

56

Manuscripts

Released in 2002 through 2021

7

Manuscripts

Eligible for review

3

Manuscripts

Impact studies rated high or moderate quality

Note: When an individual manuscript reports findings from multiple studies, HomVEE reviews each study as a distinct manuscript. In these rare instances, HomVEE counts that manuscript multiple times in this table, once for each study identified, screened, and reviewed by HomVEE.

Summary of Findings

To see details on each manuscript HomVEE reviewed in well-designed research, click on the manuscript counts in the table.

Favorable:
A finding showing a statistically significant impact on an outcome measure in a direction that is beneficial for children and parents.

No effect:
Findings are not statistically significant.

Unfavorable:
A finding showing a statistically significant impact on an outcome measure in a direction that may indicate potential harm to children and/or parents.

Outcomes Manuscripts Favorable Findings No Effects Findings Unfavorable Findings
Child development and school readiness View 2 Manuscripts 4 0 0
Child health Not measured - - -
Family economic self-sufficiency Not measured - - -
Linkages and referrals Not measured - - -
Maternal health Not measured - - -
Positive parenting practices View 2 Manuscripts 7 5 0
Reductions in child maltreatment Not measured - - -
Reductions in juvenile delinquency, family violence, and crime Not measured - - -

Research Characteristics

Well-designed impact studies about this model included participants with the following characteristics:

Race/Ethnicity

Asian
10.33%
Black or African American
6.00%
White
72.33%
Two or more races
7.33%
Unknown
4.00%

Maternal Education

Less than a high school diploma
5.35%
Some college or Associate's degree
13.45%
Bachelor's degree or higher
59.08%
Unknown
22.12%

Implementation

In this section:

Overview

Theoretical approach, intended population, and targeted outcomes.

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Support Availability

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Service Delivery

Model services, adaptions and enhancements, model intensity and length.

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Requirements

Staffing and organizational requirements.

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Overview

Theoretical approach

Video-Feedback Intervention to promote Positive Parenting and Sensitive Discipline (VIPP-SD) is a home visiting model grounded in (1) attachment theory, developed by John Bowlby and Mary Ainsworth; and (2) coercion theory, developed by Gerald Patterson. Attachment theory emphasizes the importance of sensitive responsiveness, which refers to a caregiver accurately perceiving and responding to a child’s signals. Coercion theory rests on the belief that children are more likely to exhibit negative behavior when caregivers use ineffective discipline techniques. VIPP-SD blends the two theories by supporting caregivers when they try to take the child’s perspective and signals into account when providing discipline.

VIPP-SD has been adapted for specific populations, including families with infants, families with children who have autism, and children in foster care (described under Adaptations and Enhancements). VIPP-SD has also been adapted for online delivery (Virtual VIPP-SD). Other adaptations of the model serve teaching staff in child care settings and schools, and VIPP-PRE serves fathers during the prenatal period using ultrasounds to stimulate sensitive interaction before the birth of their child. These versions were excluded from the HomVEE review because they are not delivered by home visits. This profile is based on versions of VIPP-SD that use home visiting as the primary service delivery method.

Intended population

VIPP-SD serves caregivers of children ages 1 through 7 who have an increased risk of behavioral problems. The only studies of VIPP-SD included in the HomVEE review were those of sites that included families with children ages 1 through 5.

Targeted outcomes

VIPP-SD aims to promote sensitive responsiveness and sensitive discipline by increasing caregivers’ (1) knowledge of child development, (2) understanding of sensitivity and sensitive discipline, (3) skill in observing and responding to their children’s signals, (4) capacity to empathize with their children, and (5) use of appropriate discipline strategies.

Highlights

Populations Intended
Families with a history of child abuse or neglect, or interactions with child welfare services
Families with children who have low student achievement
Families with children with developmental delays or disabilities
Families with low-income
Families with pregnant people under age 21
Families with users of tobacco products in the home
Services intended at ages
12-23 months
24-35 months
36-47 months
48+ months

Support Availability

Implementation support availability

VIPP-SD was developed by researchers at the Centre for Child and Family Studies at Leiden University in the Netherlands. The VIPP Training and Research Centre, part of the Centre for Child and Family Studies, administers and oversees the model’s implementation together with the Tavistock and Portman National Health Service Foundation Trust in the United Kingdom and the Lab of Attachment and Parenting Support at the University of Pavia in Italy.

Implementation support is available in person in Belgium, Italy, the Netherlands, and the United Kingdom. Online implementation support is also available for implementation in the United States and other countries.

Please contact the model developer for information on whether ongoing technical assistance is available and who provides such assistance.

Highlights

Locations where model has been implemented
Internationally, outside the U.S.

Service Delivery

Model services

VIPP-SD consists of visits conducted in the caregiver’s home while the child is present. During the first visit, the home visitor introduces the caregiver to the VIPP-SD model and answers any questions. The home visitor also records a video of the caregiver and child interacting. After the visit, the home visitor views the recording, selects clips of the video to share with the caregiver, and prepares feedback on the selected clips. During subsequent home visits, the home visitor begins by recording another round of caregiver–child interactions, followed by a discussion between the home visitor and caregiver about the prepared video clips from the previous visit. The home visitor provides feedback and tips on the following topics:

Parental sensitivity, which involves the following:

  • Attending to the child’s subtle signals and expressions
  • Appropriately reacting to the child’s signals
  • Sharing positive and negative emotions

Sensitive discipline, which involves the following:

  • Using consistent discipline strategies and setting limits
  • Using distraction and noncoercive responses to challenging behavior from the child
  • Providing positive reinforcement by praising the child’s positive behavior and ignoring attention-seeking behavior
  • Providing sensitive pauses (time-outs) to de-escalate temper tantrums
  • Empathizing with the child

Although the intervention manual specifies the general content of each visit, the home visitor tailors feedback to each family based on the home visitor’s video-recorded observations.

Model intensity and length

VIPP-SD consists of six or seven home visits that last about two hours each. Visits typically occur once or twice per month.

Adaptations and enhancements

The model has been adapted for specific populations. The developer’s process for considering modifications to the model involves asking experts on the population the model is designed for to propose revisions, gathering feedback from a focus group of families from that population, piloting the revision with 4 families and adapting as necessary, and piloting with an additional 10 families.

The following adaptations are designed for delivery in the home:

  • Video-Feedback Intervention to promote Positive Parenting (VIPP) is the precursor to VIPP-SD. VIPP, developed for families with infants from birth to 12 months, focused on fostering a positive attachment between the infant and caregiver. VIPP-SD extends VIPP to families with children ages 1 through 6 and adds a focus on supporting positive discipline. VIPP-SD is now the core model, and VIPP is considered a version of VIPP-SD. VIPP consists of six or seven home visits. The VIPP-SD training covers how to implement VIPP.
  • Video-Feedback Intervention to promote Positive Parenting adapted to Autism (VIPP-AUTI) serves caregivers of children from birth through age 6 who are diagnosed with autism spectrum disorder. VIPP-AUTI consists of six home visits focused on helping caregivers understand their children’s behavior and enhancing caregiver-child interactions. Home visitors must complete the VIPP-SD training before enrolling in the VIPP-AUTI course. The VIPP-AUTI training includes two full-day, in-person training sessions, three post-training coaching sessions, and a certificate.
  • Video-Feedback Intervention to promote Positive Parenting adapted to Foster Care (VIPP-FC) serves caregivers with a foster child whose age is birth through 6. This adaptation consists of seven visits and uses the same model components as VIPP-SD. The home visitor tailors feedback to the needs of the caregivers and the specific behavioral characteristics of the foster child. Home visitors must complete the VIPP-SD training before enrolling in the VIPP-FC course. The VIPP-FC course includes two full-day training sessions and three post-training coaching sessions.
  • British Autism Study of Infant Siblings (iBASIS)-VIPP served families with infants who had a sibling with autism spectrum disorder. iBASIS-VIPP provided up to six booster visits after the standard six VIPP visits and included additional therapeutic procedures to respond to developmental atypicalities and reduce the risk for later autism.

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Highlights

Language that the program is available in
Spanish
Other language
Maximum program duration
One to six months
Visit frequency
Biweekly
Delivery Method Supported
Supports hybrid in-person and virtual service delivery

Requirements

Staffing requirements

Home visitors trained by VIPP-SD trainers implement the model under the supervision of VIPP-SD supervisors.

Any professional working with caregivers of young children, including teachers, special educators, psychologists, nurses, social workers, child psychiatrists, and behavioral health staff, can implement the model. Home visitors should have a basic understanding of attachment theory and child development.

To be eligible to be a supervisor, home visitors must have documented experience as a supervisor-in-training with at least 20 families and 10 home visitors, giving them face-to-face and written feedback. To receive trainer certification, supervisors must have successfully served as a co-trainer in at least three VIPP-SD trainings. 

The developer requires the VIPP-SD supervisor to discuss an average of 20 percent of the home visitor’s visits with the home visitor. Please contact the model developer for information on the required or recommended mode of supervision.

The developer requires home visitors to participate in pre-service training. Before implementing the model, home visitors must complete the four-day VIPP-SD training. Trainers discuss examples of cases, and home visitor trainees complete exercises. After the training, trainees must complete three coaching sessions with a VIPP-SD supervisor or trainer. Trainees practice preparing feedback for an example case and then meet with the supervisor or trainer to discuss their practice feedback. Please contact the model developer for additional information about the pre-service training requirement.

The developer recommends, but does not require, that home visitors participate in ongoing professional development, which is organized by the VIPP Training and Research Centre regularly. Please contact the model developer for additional information about ongoing professional development.

Organizational requirements

Please contact the model developer for information about the recommended or required type of organization or the characteristics of organizations that can implement VIPP-SD. Implementing organizations should have the capacity to supervise the home visitors to support the fidelity of the VIPP-SD implementation.

The model requires home visitors to meet a set of ongoing fidelity guidelines related to, for example, the relevance and quality of the feedback the home visitors provide families. Please contact the model developer for additional information about the guidelines.

Highlights

Minimum education requirement
Bachelor’s degree

HomVEE requests input and feedback from the model developers on their profiles. The information in this implementation profile reflects feedback, if provided, from this model’s developer as of the above date. HomVEE reserves the right to edit the profile for clarity and consistency. The description of the implementation of the model(s) here may differ from how the model(s) was implemented in the manuscripts reviewed to determine this model’s evidence of effectiveness. Model developers are encouraged to notify HomVEE of any changes to their contact information on this page.