Lights, Camera, Interaction! A systematic review on the effectiveness of video-feedback interventions in supporting parents of children with developmental disabilities

Developmental disabilities include a wide range of clinical conditions with varying levels of impairment. Previous studies have shown that the most effective early rehabilitation interventions engage parents through a family-centred approach, supporting both parenting skills and the child’s outcomes. Parent-child interaction is essential to promote adaptive emotional, cognitive, and social development. Video-feedback interventions (VFI) involve recording and reviewing parent-child interactions to improve parental competencies and support child development. VFI are valued for their utility, feasibility, and effectiveness in clinical settings for children with neurodevelopmental, behavioural, and socio-emotional issues. To accurately evaluate the effectiveness of VFIs, it is essential to gather scientific studies focusing on how these interventions engage parents and children. This study aims to systematically review research on VFI programs worldwide, specifically targeting young children with neurodevelopmental disorders or developmental risks and their interactions with healthy parents. Keywords: developmental disabilities, video-feedback intervention, parent-child interaction