Routine-based early intervention program [RUDEP] developed for mothers of children aged 0-36 months with developmental disability: A mixed methods study

The purpose of this research is to determine the needs of mothers within their daily routines and to examine the effects of a routine-based early intervention program on the ability of mothers of children aged 0-36 months with developmental disability to use incidental teaching within their daily routines and to improve their children's social communication behaviors within these routines. The research was conducted as an exploratory mixed-methods study in two parts: Study I and Study II. Study I employed a qualitative research method known as a case study. Eleven mothers of children with developmental delays participated in this study. Semi-structured interviews were used to identify the socio-economic supports and routine-based needs of the mothers. The socio-economic perspectives of the mothers revealed that they found social supports to be inadequate and felt insufficient in supporting their children's development. The analysis of the mothers' routine-based perspectives indicated that they struggled with daily routines and needed information and support for activities aimed at supporting their children's development and learning, particularly in play, spending time, and meal routines. Study II utilized a single-subject research design, specifically a multiple baseline across participants design. Four children with autism spectrum disorder and their mothers, who had similar needs as identified in Study I, participated in Study II. The "Routine-Based Early Intervention Program [RUDEP]," developed based on the needs identified, was effective in helping mothers of children with developmental delays use opportunity teaching within play routines through coaching. The frequency of social communication behaviors in children increased during play routines. Mothers generalized the application to routines involving spending time and snacks. It was observed that mothers continued to implement the program above baseline levels at the 1st, 3rd, and 6th weeks after the intervention ended. Social validity findings indicated that mothers found RUDEP to be effective. After the implementation of RUDEP, mothers' satisfaction levels with their routines increased. RUDEP was shown to be effective in enabling mothers of children with developmental delays to apply incidental teaching within their daily routines based on their feedback.