Video-feedback Intervention to Promote Positive Parenting and Sensitive Discipline in Early Elementary Education (VIPP-School): A Randomized Controlled Trial

The VIPP-SD (Video-feedback Intervention to promote Positive Parenting and Sensitive Discipline) program has been shown to promote positive interactions between parents and children with behavior problems. This study evaluated an adapted version for teachers (VIPP-School) through a parallel-group randomized controlled trial involving teacher-child dyads from kindergarten to second grade. Rooted in attachment- and coercion theory and research, VIPP-School aims to enhance teacher-child interaction by reviewing and reflecting on videotaped interactions during five 1.5-hour sessions at school. In total, 58 teacher-child dyads were randomly assigned to either VIPP-School (n = 28) or an active control group (n = 30). Intention-to-treat analyses using repeated measures ANOVA showed improvements in teacher sensitivity (d = 0.87) and in supportive teacher classroom interactions (d = 0.53) in the VIPP-School condition compared to the control condition. VIPP-School had no significant effect on teachers’ observed sensitive discipline, nor on reported child externalizing behavior, school happiness, relationship quality or teacher self-efficacy. Although the effects were limited, these findings show that the intervention, originally developed for families, could be effectively applied to early elementary education. The limited number of sessions adds to the feasibility of VIPP-School for supporting teachers in promoting positive interactions with children with behavior problems.