The present study examined the effectiveness of a personalized remote video feedback parenting program to improve mother-child interactions and child behavior outcomes among mothers of children with behavior problems in comparison to counterparts with no behavior problems. The sample comprised 60 mothers and their 2-to-6-year-old children, including children with behavior problems (BP = 19) and children without behavior problems (NoBP = 41). The Strengthening Bonds program included one in-person group session and remote personalized video feedback about their mother-child interactions in a play situation via smartphone for six weeks. Mother-child interactions were the primary outcome, and children’s behaviors were the secondary outcome. Pre- and post-intervention assessments were performed. The mother-child interactions were recorded during free- and structured-play situations and were then analyzed by the Parenting Interactions with Children: Checklist of Observations Linked to Outcomes (PICCOLO) and the Dynamics of the dyad activity coding system. Additionally, the mothers answered the Strengths and Difficulties Questionnaire. The results showed that, in the post-intervention, the mother-child interaction pattern improved in the BP group, especially in the teaching dimension of the PICCOLO. Also, after the program, more children with normal classification were in the BP group.

本研究探讨了个性化远程视频反馈育儿计划的有效性，以改善有行为问题儿童的母亲与没有行为问题的母亲相比，改善母子互动和儿童行为结果。样本包括 60 名母亲及其 2 至 6 岁的孩子，其中包括有行为问题的儿童 (BP = 19) 和没有行为问题的儿童 (NoBP = 41)。加强联系计划包括一次面对面的小组会议和为期六周的远程个性化视频反馈，内容涉及通过智能手机在游戏情境中母子的互动。母子互动是主要结果，儿童的行为是次要结果。进行干预前和干预后评估。在自由和结构化游戏情况下记录母子互动，然后通过育儿与儿童的互动：与结果相关的观察清单（PICCOLO）和二元活动编码系统的动态进行分析。此外，母亲们还回答了优势和困难问卷。结果显示，干预后，BP组母子互动模式有所改善，尤其是短笛教学维度。此外，项目结束后，BP 组中有更多具有正常分类的儿童。