Effectiveness of Responsive Teaching with Children with Down Syndrome

Autor/inn/en	Karaaslan, Ozcan; Mahoney, Gerald
Titel	Effectiveness of Responsive Teaching with Children with Down Syndrome
Quelle	In: Intellectual and Developmental Disabilities, 51 (2013) 6, S.458-469 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1934-9556
DOI	10.1352/1934-9556-51.6.458
Schlagwörter	Teaching Methods; Down Syndrome; Preschool Children; Mothers; Responses; Instructional Effectiveness; Early Intervention; Child Development; Parent Child Relationship; Comparative Analysis; Affective Behavior; Interaction; Foreign Countries; Turkey + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; 'Downs Syndrome; Down''s Syndrome'; Down-Syndrom; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Mother; Mutter; Unterrichtserfolg; Kindesentwicklung; Parents-child relationship; Parent-child-relation; Parent-child relationship; Eltern-Kind-Beziehung; Affective disturbance; Active behaviour; Affektive Störung; Interaktion; Ausland; Türkei
Abstract	A randomized control study was conducted to evaluate Responsive Teaching (RT) with a sample of 15 Turkish preschool aged children with Down syndrome (DS) and their mothers over a six-month period of time. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Subjects were randomly assigned to treatment conditions: the control group consisted of standard preschool classroom services; the RT group received bi-weekly RT parent-child sessions in addition to standard services. RT mothers made significantly greater increases in their Responsiveness and Affect as well as decreases in Directiveness than control group mothers. There were also significant group differences in children's interactive engagement and development. Children in the RT group improved their developmental quotient scores by an average of 47% compared to 7% for children in the control group. Results are described in terms of the effects of parental responsive interaction on the developmental functioning of children with DS. (As Provided).
Anmerkungen	American Association on Intellectual and Developmental Disabilities. P.O. Box 7065, Lawrence, KS 66044-7065. Tel: 785-843-1235; Fax: 785-843-1274; e-mail: AJMR@allenpress.com; Web site: http://aaiddjournals.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10