The effectiveness of responsive teaching early intervention program on children with developmental disabilities and their mothers

Especially in early years, young children?s learning in home environment interacting with their parents has a great impact on their developmental outcome (Sheldon, 1986). In NAC 2009 report, it has been stated that there are very limited researches have been conducted regarding Relationship-Based Model such as Responsive Teaching (EDEP). In addition, there are few evidence-based interventions which are early special education programs such as Küçük Adımlar, OÇİDEP, PORTAGE. Therefore, the purpose of this study is to explore effectiveness of Responsive Teaching (RT) Early Intervention Program (on children with developmental disabilities and their mothers). More specifically, the effectiveness of the RT program on interactional behaviors of targeted children with developmental disabilities and their mothers, developmental skills (personal-social, language and cognitive skills) of children with developmental disabilities were investigated. Also, opinions of targeted mothers on the effects and usage of the RT program were gathered.Participants included 19 children with developmental disabilities aged between 0 to 6 and their mothers. Out of 19, 6 had a diagnose of Down Syndrome, 4 had moderate intellectual disability, 9 were diagnosed with autistic disorder. Participants were recruited from the Guidance and Research Center in Eskisehir and a special education rehabilitation center in Kütahya. Pre-post test with control group true experimental design was used. The study also reflects mixed method features since both quantitative and qualitative data are used.In the study demographic information of mothers and children were collected with demographic data form. After mother-child interactions were video-recorded in free play contexts for an average of 15 minutes and they were analyzed by two independent observers using the Turkish Version of Maternal Behavior Rating Scale and Turkish Version of Child Behavior Rating Scale. In the research, inter-observer reliability and treatment reliability (fidelity) data were collected and high reliability findings were obtained. The data on cognitive, language and social-emotional developmental domains of children were collected with Denver Developmental Screening Test-II and Ankara Developmental Screening Inventory. While descriptive statistics and repeated measures of MANOVA were used for the analyses of the quantitative data, the transcriptions of the semi-structured interview recordings were analyzed descriptively.Results indicated that the RT program is effective on interactional behaviors of targeted children with developmental disabilities and their mothers, developmental skills (personal-social, language and cognitive skills) of targeted children with developmental disabilities since there were significant differences in favor of treatment group. Results of qualitative data (the interviews with targeted mothers) also supported quantitative data. More specifically, targeted mothers stated that, with EDEP they now behave more comfortably and consciously and without stress about how to interact and what to do during the interactions with their children. They also mentioned that their children started initiating more interactions as soon as they implanted the RT program. They also pointed out that stereotypes and problem behaviors of their children decreased significantly when compared to pre- implementation of the RT program. Finally, they overall reported positive opinions about the implementation of the RT program and suggest the program to other families.