1.
Video feedback intervention: How
do YOU do it?
Dr Meredith Prain, Able Australia
Dr Saskia Damen, University of Groningen & Royal Dutch Kentalis
Dr Marga Martens, Royal Dutch Kentalis
Kathelijn Donders, Royal Dutch Kentalis

2.
Overview
Background of video feedback interventions
Video Interaction Guidance principles of attuned interaction - ACTIVITY
Overview of categories on meaning making - ACTIVITY
Coaching process
Questions

3.
Background
Video-feedback (VF) intervention
• Pedagogical program
• Focus on interactions
• Use of video for analysis and feedback
• Guided by a professional coach
see Fukkink, 2008

4.
Background
• Video-home-training (VHT)
Dekker & Biemans, 1994
• Video-Interaction Guidance (VIG)
Kennedy, Landor, & Todd, 2010

5.
Background
Based on early communication development
a.o. Trevarthen’s theory on a developing self-other awareness
Underlying processes: attunement and meaning making
Bråten & Trevarthen, 2007

6.
VF Program’s for individuals with Congenital DeafBlindness
VF + other ingredients
• Contact (Janssen et al., 2003)
• Intervention Model of Affective Involvement (IMAI) (Martens et al.,
2014)
• High Quality Communication Intervention (HQC) (Damen et al., 2015)
Background

7.
VIG Principles of attuned interaction
• VIG principles of attuned interaction used for micro analysis of videos
• Select short clips or stills highlighting “better than average moments”
resulting from use of the principles of attuned interaction
• Principles are designed for and relevant to ALL interactions
ACTIVITY– watch clip and note:
• principles being used
• a better than average moment

8.
Categories of meaning making
Meaning Making: the process in which partners strive to develop shared
meanings in interaction
Select short clips or stills where categories of meaning making are present
ACTIVITY– watch clip and note:
• Categories of meaning making being used
• Strengths of the individual with CDB
• Strengths of the communication partner

9.
Coaching process
Parallel processes in VF intervention: ‘sharing what is in your mind’
a) Coach – communication partner
b) Communication partner – person with CDB
Role of the coach: guiding the communication partner
• Ensuring goal directedness
• Activation
• Empowerment

10.
Role of the coach
Ensuring goal directedness
a) Using recent video recordings from natural interaction situations
between a person with deafblindness and the communication partner
b) Clarifying request for coaching
c) Formulating focus for the trajectory
d) Structuring the coaching sessions
e) Setting categories/principles and terminology

11.
Role of the coach
Activation: raising the communication partner ’s awareness and knowledge
a) Formulating viewer questions, i.e. using open questions to start a
thinking proces (who, how, when, what, where)
b) Helping the communication partner to explore what is going on in
communication
c) Adding information about specific behaviors of attunement and
meaning making in the person with deafblindness

12.
Role of the coach
Empowerment: supporting the communication partner to become stronger
and more confident in communication
a) Identifying present skills from both partners by watching fragments
image-by-image
b) Confirming discoveries and discussing thoughts and ideas
c) Focus on opportunities and co-construct learning points to work on

13.
Training for coaches
Video Interaction Guidance (Australia)
• 2 day Initial Training Course (ITC)
• Minimum 12 months supervised practice
• Advanced practitioner, supervisor, National supervisor
VF interventions for people with CDB (The Netherlands)
• VF courses & supervised practice
– Additional part with focus on the process of meaning making
• Advanced practitioner, supervisor, National supervisor
• Theoretical base: 4 booklets on communication and deafblindness
Rødbroe & Janssen, Janssen & Rødbroe, Souriau, Rødbroe & Janssen, Souriau, Rødbroe & Janssen

14.
Are there any Questions?

15.
Thank you for your attention
Dr Meredith Prain, meredith@meredithprain.com.au
Dr Saskia Damen, s.damen@rug.nl
Dr Marga Martens, m.martens@kentalis.nl
Kathelijn Donders, k.donders@kentalis.nl

16.
References
• Bråten, S. &Trevarthen, C. (2007). Prologue: From infant intersubjectivity and participant movements to
simulations and conversations in cultural common sense. In S. Bråten (Ed.) On Being Moved: From Mirror
Neurons to Empathy, pp. 21-34. Amsterdam/Philadelphia: John Benjamins.
• Damen, S., Janssen, M., Ruijssenaars, W. & Schuengel, C. (2015). Intersubjectivity Effects of the High-Quality
Communication Intervention in People With Deafblindness. Journal of Deaf Studies and Deaf Education, 191–
201.
• Dekker, J. & Biemans, H. (1994). Video-hometraining in gezinnen. Houten/Zaventem: Bohn Stafleu Van Loghum.
• Fukkink R. (2008). Video feedback in widescreen: A meta-analysis of family programs. Clinical Psychology
Review, 28, 904-916.
• Janssen, M. J., Riksen-Walraven, J. M., & Van Dijk, J. P. M. (2003). Contact: Effects of an intervention program to
foster harmonious interaction between deaf-blind children and their educators. Journal of Visual Impairment &
Blindness, 97, 215-229.
• Kennedy, H., Landor, M. & Todd, L. (2010). Video Interaction Guidance as a method to promote secure
attachment. Educational & Child Psychology, 27, 59-72.
• Martens, M., Janssen, M., Ruijssenaars, A. & Riksen-Walraven, J. (2014). Introducing an intervention model for
fostering affective involvement with persons who are congenitally deafblind. Journal of Visual Impairment &
Blindness, 108, 29-41.