Using digital picture frame technology as an enhancement to the parent-infant interaction module of safecare

Background. Mothers with intellectual disabilities (ID) are overrepresented in child welfare caseloads and few specialized trainings have been developed for them. Following promising results from an initial mother (published previously), this project sought to explore the efficacy of a technological enhancement (a digital picture frame) to improve skills taught in the Parent-Infant Interaction (PII) module of SafeCareŽ, an evidence-based program to prevent child maltreatment, in other populations. Methods. Mothers were taught bonding skills (looking, touching, talking, and smiling) and photos were taken of them displaying these skills and loaded onto the digital frame. In a series of single-case design studies, we utilized variations of multiple baseline designs to explore the applicability and acceptability of the digital picture frames. To complement the pilot work and single-case design studies, in-depth interviews were conducted with mothers with intellectual disabilities and caseworkers to gather further information about the use and acceptability of technology within this population. Results. Regardless of a present intellectual disability, the enhancement of the digital picture frame improves the percent occurrence of the bonding skills and that skills are maintained over time. Analysis of the qualitative interviews highlights the reliance on technology in our sample of mothers with intellectual disabilities, a generational disconnect with technology among caseworkers, and a wide interest in digital picture frames. Conclusions. Technology is used by mothers with intellectual disabilities and professionals working with them should modify service delivery to accommodate technology. Implications for future research are discussed.