Video-feedback Intervention to promote positive parenting-visual (VIPP-V) or visual-and-intellectual disability is an attachment-based intervention aimed at enhancing sensitive parenting and promoting positive parent-child relationships. A randomized controlled trial was conducted to assess the efficacy of VIPP-V for parents of children aged 1-5 with visual or visual-and-intellectual disabilities. A total of 37 dyads received only care-as-usual (CAU) and 40 received VIPP-V besides CAU. The parents receiving VIPP-V did not show increased parental sensitivity or parent-child interaction quality, however, their parenting self-efficacy increased. Moreover, the increase in parental self-efficacy predicted the increase in parent-child interaction. In conclusion, VIPP-V does not appear to directly improve the quality of contact between parent and child, but does contribute to the self-efficacy of parents to support and to comfort their child. Moreover, as parents experience their parenting as more positive, this may eventually lead to higher sensitive responsiveness and more positive parent-child interactions.

Background: People with deafblindness experience stigmatization, exclusion, and isolation. Due to complex communication challenges, feelings of isolation and exclusion can increase. However, assistive technology can change these negative outcomes. The aim of this systematic review is to synthesize and analyze the research published in journal articles focused on the use of assistive technology to improve communication and social interaction for people with deafblindness. Methods: A qualitative review study, examining journal articles focusing on the use of assistive technology to support social interaction of people with deafblindness as found in the following databases: IEEE Xplore, ProQuest, Cochrane, Embase, CINANHL, PsychINFO, Web of Science, PubMed, and ProQuest, was conducted. An in-depth analysis of the selected articles was performed. Results: Nine articles were included in this systematic review. The Technology Readiness Levels indicated that the communication assistive technologies reported in the included journal articles span across readiness levels, but mostly remained in the prototype phase. The identified themes are: (1) the objective of the assistive technology, with as sub-themes two-way communication, and access to information; (2) design and development, with as sub-themes new communication assistive technology design, and development, usability and co-creators; (3) acquisition and implementation; and (4) the impact of the assistive technology, with as sub-themes social integration and expansion, autonomy and confidence, and well-being. Conclusions: This systematic review provides a roadmap for the way forward in the use of assistive technology in communication and social interaction for people with deafblindness. Co-creation should start during the design and development stages and continue into testing, evaluating and implementation. A greater understanding of the unique communication needs and challenges may contribute to the development of more advanced technologies which can be used in daily situations and contribute to support two-way communication and social inclusion of people with deafblindness. Furthermore, a challenge remains to focus on the development of assistive technology supporting declarative communication, which includes giving comments, declarations, predictions, and reflections during a conversation. More research conducted over the long-term is needed to bring the communication assistive technologies into more advanced stages of readiness.

Secure parent-child attachment may help children to overcome the challenges of growing up with a visual or visual-and-intellectual impairment. A large literature exists that provides a blueprint for interventions that promote parental sensitivity and secure attachment. The Video-feedback Intervention to promote Positive Parenting (VIPP) is based on that blueprint. While it has been adapted to several specific at risk populations, children with visual impairment may require additional adjustments. This study aimed to identify the themes that should be addressed in adapting VIPP and similar interventions. A Delphi-consultation was conducted with 13 professionals in the field of visual impairment to select the themes for relationship-focused intervention. These themes informed a systematic literature search. Interaction, intersubjectivity, joint attention, exploration, play and specific behavior were the themes mentioned in the Delphi-group. Paired with visual impairment or vision disorders, infants or young children (and their parents) the search yielded 74 articles, making the six themes for intervention adaptation more specific and concrete. The rich literature on six visual impairment specific themes was dominated by the themes interaction, intersubjectivity, and joint attention. These themes need to be addressed in adapting intervention programs developed for other populations, such as VIPP which currently focuses on higher order constructs of sensitivity and attachment.

Intellectual disability is a neurodevelopmental disorder with a related co-occurrence of mental health issues and challenging behaviors. In addition to purely cognitive functions, socio-emotional competencies may also be affected. In this paper, the lens of developmental social neuroscience is used to better understand the origins of mental disorders and challenging behaviors in people with an intellectual disability. The current concept of intelligence is broadened by socio-emotional brain functions. The emergence of these socio-emotional brain functions is linked to the formation of the respective neuronal networks located within the different parts of the limbic system. Thus, high order networks build on circuits that process more basic information. The socio-emotional skills can be assessed and complement the results of a standardized IQ-test. Disturbances of the brain cytoarchitecture and function that occur at a certain developmental period may increase the susceptibility to certain mental disorders. Insights into the current mental and socio-emotional functioning of a person may support clinicians in the calibration of treatment and support. Acknowledging the trajectories of the socio-emotional brain development may result in a more comprehensive understanding of behaviors and mental health in people with developmental delays and thus underpin supports for promotion of good mental health in this highly vulnerable population.