Video-feedback Interventions for Improving Interactions with Individuals with Congenital Deaf blindness: a Systematic Review

Abstract

Video-feedback interventions have been demonstrated to improve communication between typically developing children and their communication partners. Video-feedback approaches are also applied in interventions that aim to improve interactions and communication of people with congenital deafblindness. However, an analysis of the various applications and effectiveness of video-feedback approaches for this target group is required to guide future practice and research. This study reports on a systematic review of studies on video-feedback interventions aimed at improving social interactions with people with congenital deafblindness. The literature was analysed in terms of intervention landscape and procedure, research methodology and outcome. Results show that a variety of video-feedback interventions are being used with all age groups of people with congenital deafblindness in varied settings and with varied communication partners. The data reveal positive outcomes including increased affective involvement, more sustained interaction and shared understanding. Issues including sustainability of approaches and their effects were identified, as well as lack of detail on the video-feedback sessions. While the review revealed positive outcomes, the lack of explicit information on the video-feedback sessions and the co-occurrence of video-feedback with other interventions make it difficult to determine what factors contributed to the positive outcomes. Recommendations are made for future practice and research.