Video Interaction Guidance (VIG) is a video-modelling intervention used to enhance communication between individuals in different settings. This study employed a convergent mixed-methods design to examine the potential of VIG as a preschool language intervention. The research included two phases of data collection, quantitative and qualitative. The aims of the quantitative phase were to examine the impact of VIG on the language skills of pre-schoolers who presented with expressive language difficulties and to investigate whether the intervention changed the quality of parents' interaction patterns. The qualitative phase aimed to explore the parents' experience of VIG and to use this information to contextualise findings generated during the quantitative phase. Four parent-child dyads were recruited from a nursery school in an area of high socioeconomic disadvantage in Northern Ireland. Standardised assessments of children's language skills were compared to those of a matched control sample prior to the intervention and at two follow-up points. Video analysis was conducted to assess parents' contingent responsiveness and the dyadic turn-taking ratio. Semi-structured interviews were held with parents to explore processes that may have effected change. At post-test, children in the intervention sample showed improvements in language skills, although these improvements were not statistically significant. Overall, parents used fewer directives, and more appropriate contingent responses in interactions with their children. During the qualitative phase, parents described several mechanisms that may have led to change.
|Date of Award||Dec 2016|
- Queen's University Belfast
|Supervisor||Bridgeen O'Neill (Supervisor)|