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educação diferente

Projecto da responsabilidade da apie - Associação Portuguesa de Investigação Educacional - Educação Especial e Deficiência.

educação diferente

Projecto da responsabilidade da apie - Associação Portuguesa de Investigação Educacional - Educação Especial e Deficiência.


Uses of video recording in early intervention


  • As "family movie" or keepsake
  • Observation of specific child behaviors
  • Assessment; Team evaluation
  • Demonstration of change over time
  • Evaluation of effectiveness of intervention strategies
  • Demonstration of therapy techniques (especially positioning)
  • Caregiver self-evaluation
  • Demonstration/affirmation of effective caregiver-interaction


  • Professional self-evaluation
  • Supervision
  • Use of commercial video tapes for parent information and education




  • Establish rapport with families
  • Identify purpose of video; why it will be useful, etc.
  • Inform parents what will be video taped, how long, etc.
  • Ask parents if they are comfortable with the idea, and ask if they have questions.
  • Obtain written consent (Form should include how tapes will be used, etc.)
  • Explain that parents will get to keep the tape.
  • Ask if there are things the parents would like to have video taped.
  • Consider taping in more than one situation or setting. The contrasts are often interesting.

Pitfalls and Challenges:

  • Difficult to be the cameraperson and the early interventionist at the same time.
  • Can use tripod, but results won't be as good as handheld, using zoom, etc.
  • Must be sensitive to parent's level of discomfort.
  • In first taping session, focus primarily on the child (and maybe siblings), rather than caregiver. As soon as parent seems comfortable, include caregiver child interactions in video.
  • Frequent interruptions in home setting: phone calls, doorbell, other family members
  • Frequent need to change camera position as activity changes (avoid abrupt camera movement.)
  • Environmental noise, e.g., traffic, fans, etc.
  • Lack of space, poor lighting, etc.
  • Avoid long tapes. Limit to about 15 minutes.

Nuts and Bolts:

  • Familiarize yourself thoroughly with camera ahead of time; practice.
  • If using battery make sure it's charged. A long cord for AC outlet is more dependable.
  • Assess the environment: remove obstacles, check lighting; be aware of noise, e.g. TV.
  • Avoid back lighting; don't shoot toward window or door, or toward lamp.
  • Label tapes immediately with names, time and date; maintain a log sheet.
  • Use proper storage.

Viewing Tape with Parents

  • Begin by commenting on child's behavior and expressing interest:

"I've never seen him do that before"

" He seems to love that toy"

  • Be positive; note new accomplishments.
  • Particularly note child and caregiver's mutual interactions:

"You knew exactly what he wanted! How could you tell?"

"She really responds to the sound of your voice"


"Using Video in Home Visiting"

Bernstein, V.J. (1997, Winter). Using video tapes to strengthen the parent-child relationship. IMPrint, Newsletter of the Infant Mental Health Promotion Project, 20, 1-4. Toronto: Hospital for Sick Children.

Bernstein, V.J. (1992). Home movies: Using videotapes with at risk families to strengthen the parent-child relationship. Abstracts of the Proceedings of the Fifth Congress of the World Association of Infant Psychiatry and Allied Disciplines. Chicago, IL

Klein, M.D., Chen, D. & Haney, M. (2000). Using videotaped observations. In PLAI: Promoting learning through active interaction. A guide to early communication with young children who have multiple disabilities. (pp.75-79). Baltimore, MD: Paul Brookes

Klein, M.D. & Briggs, M.H. (1987). Facilitating mother-infant communicative interaction in mothers of high-risk infants. Journal of Childhood Communication Disorders, 10(2), 95-106.


Autoria: M. Diane Klein,Ph.D, Sharon Kilpatrick, M.A ; Lavada Minor, M.A. & Deborah Chen, Ph.D. Com a colaboração: INNOVATIONS - Working With Infants Who have Multiple Disabilities - EUA



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