Video feedback interventions for improving children’s development: recommendations for pediatric therapists

Mira, Andrea; Parada, Javiera

doi:10.1590/2526-8910.ctoRE393538121

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Experience Report • Cad. Bras. Ter. Ocup. 33 • 2025 • https://doi.org/10.1590/2526-8910.ctoRE393538121 linkcopy

Video feedback interventions for improving children’s development: recommendations for pediatric therapists

Intervenções por meio de vídeo feedback para melhorar o desenvolvimento infantil: recomendações para terapeutas pediátricos

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Abstract

Introduction Video feedback has been used in some therapeutic settings to support parenting and child development. There is evidence of positive outcomes when therapists implement video feedback when working with children with neurodevelopmental disabilities and their parents. More information about how to use and implement this strategy needs to be provided.

Objective This study proposes adapting these strategies to healthcare fields such as speech therapy, occupational therapy, and physical therapy.

Methods This document presents a description and protocol to guide the adaptation and implementation of video feedback in working with children. It describes organizing the sessions, analyzing the videos, and giving the family feedback.

Results This intervention is valuable for the interdisciplinary health or rehabilitation team.

Conclusion It can be used in interventions of different disciplines to promote the development of different skills such as feeding, language, sensory integration, and fine and gross motor development.

Keywords:
Child Development; Occupational Therapy; Physical Therapy; Speech Therapy

Principles	Rationale	Therapist's Role
Foment an Ecological Approach.	Learning and development are embedded in a child’s environment.	It involves the necessity to move inside the natural environment to understand what children are experiencing daily.
Create a therapeutic rapport.	It contributes to a user feeling safe and respected so that therapy can succeed.	Foster effective communication and promote disclosure and openness in interactions.
Ensure that feedback is provided promptly.	Early feedback provided at the beginning of the rehabilitation process increases the possibility of generating self-awareness and improving the ability to incorporate learning quickly, fostering the recall of information and maintenance of attention. The timing of feedback should be individualized to suit the users' needs.	Through clinical reflection and discussion with the rehabilitation team, ascertain whether a caregiver is prepared to receive feedback. Feedback should be given as soon as possible after the client completes the task. A break before the feedback session may be necessary for caregivers who feel tired.
Encouraging a transdisciplinary strategy or approach.	Share of labor across disciplinary lines to maximize team members' opportunities for interaction, communication, and cooperation.	Share with the team interventions, watch the videos, and transmit possible contributions or collaborations between disciplines.
Give feedback on both areas of strength and areas for improvement.	Expanding self-awareness, offering themself opportunities to explore their strengths and areas for development.	Reinforce progress and efforts during therapy. Begin by discussing strengths before focusing on areas that need improvement, along with strategies for improving the latter.

Goals	Intervention to perform	Example
Enhance the observation skills of caregivers	Have caregivers describe precisely what they see in the video	Could you describe in your own words what you saw in this part of the video?
Favor the parents' skills to observe and understand their child's development.	Have caregivers describe precisely what they see about their child's actions and interaction with the environment.	Could you describe in your own words what you saw in this part of the video?
		What is your child doing with the toys? How is your child interacting with the environment?
Improve caregivers' observation skills.	Have caregivers watch a video segment again and encourage them to describe it in their own words.	We can show a part of the video again and ask them to describe it. We can guide or facilitate this description.
Strengthen the therapeutic alliance with caregivers.	Reinforce parental skills in parents. Show moments where the adult and their skills can be validated.	See how you are attentive to their signals.
Strengthen the therapeutic alliance with caregivers.		How you identify that your child needs more support to understand the game is very important.
Encourage validation of the child by the caregiver	Parents can recognize and validate the competencies of their child	Your daughter/or (you can use their name) enjoys the game. She is very creative and has excellent ideas to play
Reinforce the positive aspects of the interaction	Show segments where positive interactions can be visualized	It can start with the description of the scene by the caregivers and then encourage reflection on the positive aspects of that interaction (connection, enjoyment, round-trip interactions (serve and return)
Strengthen the bond	Show segments where the child is observed responding positively to the adult's actions	“[child's name] feels great when you support him/her.”
Strengthen the bond		“[name of child] looks happy when you are playing with him/her.”
Recognition and sensitive response to the child's signals: reading, interpretation, and response.	Caregivers can identify the child's behavior cue, the adult's response, and subsequent reaction.	Find scenes where it can be analyzed.
		Signal of the child-sensitive response of the adult or child's response.
		Reflect with caregivers
Promote caregiver's understanding of their child's development.	Caregivers can interpret the child's behavior by relating them to their development.	“At the age of…. Sometimes it is hard for him...”
		“By the development of… we might expect that…”
Promote the sensitive response of the adult.	Caregivers can identify the verbal and non-verbal cues of stress and discomfort in their child.	“It seems that…. Withdraws from the game when the challenge increases.”
Promote the sensitive response of the adult.		“…gets anxious when you change the game.”
Promote the sensitive response of the adult	Caregivers can identify when a response is sensitive to the child’s needs.	Look for parts of the video where the caregiver was able to identify, interpret, and respond appropriately to your child's signal
Identify difficulties in recognizing the needs of the child	Caregivers can identify why it is more difficult for them to respond sensitively.	This strategy can be used when you see a sensitive response or a positive interaction in the video. You are invited to reflect on why responding to your child's needs at this time was more complex.
		“Why do you imagine that at this moment, it became more difficult for you to respond as you did when…”
Promote reflective spaces	Generate questions that allow reflection on specific episodes	“Generally, he is so motivated to play.”
Promote reflective spaces		“What we just saw usually happens at other times.”
Recognize your child's interests and preferences.	Identify scenes where the child shows their choices of games or elements to explore. Refer to whether caregivers responded to this or changed the child's play. Emphasize the relevance of following the child's game, incorporating elements that give it variety or that increase the complexity a little	“From what you have seen of the video, what things does your child like to play.”
Recognize your child's interests and preferences.		“What preferences did he show you... what did you do when he showed you what he liked”
Identify how you could support your child's development through play or interaction.	Identify scenes where the parent is seen to be scaffolding or promoting development. Or scenes where opportunities for this to happen appear, and you can reflect on how you could use those moments to enhance your child's learning	Identify when your child is showing difficulties in carrying out an activity and see how you can make it easier for him or her to do it (do not give the answer or do it for him or her).
		Reflect on how through play, we can promote development
Recognize which experiences favor the dysregulation of the child	Caregivers can identify which stimuli or experiences tend to dysregulate their child.	Look for scenes where the child becomes deregulated and reflect on what may have caused that dysregulation.
	Identify mild signs of stress or discomfort.
Recognize which experiences favor the regulation of the child	Caregivers can identify which stimuli or experiences tend to regulate their child.	Look for scenes where the child has become dysregulated and then has begun to return to calm. Reflect on what may have caused this reaction.
	Identify behavioral signs that are related to the regulation of the child (behaviors that show that he is returning to calm)

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Universidade Federal de São Carlos, Departamento de Terapia Ocupacional Rodovia Washington Luis, Km 235, Caixa Postal 676, CEP: , 13565-905, São Carlos, SP - Brasil, Tel.: 55-16-3361-8749 - São Carlos - SP - Brazil
E-mail: cadto@ufscar.br

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[1] Note: Five core principles that support the intervention proposal are described. These principles are based on previously published approaches and will be used with the intervention protocol described below (Schmidt et al., 2015).