A Randomized Control Study of Responsive Teaching with Young Turkish Children and Their Mothers

Autor/inn/en	Karaaslan, Ozcan; Diken, Ibrahim H.; Mahoney, Gerald
Titel	A Randomized Control Study of Responsive Teaching with Young Turkish Children and Their Mothers
Quelle	In: Topics in Early Childhood Special Education, 33 (2013) 1, S.18-27 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121411429749
Schlagwörter	Disabilities; Early Intervention; Control Groups; Mothers; Foreign Countries; Preschool Children; Early Childhood Education; Comparative Analysis; Scores; Child Development; Pervasive Developmental Disorders; Special Education; Rehabilitation Centers; Turkey; Developmental Quotient + Suchen Sie Ihr Suchwort? Handicap; Behinderung; Mother; Mutter; Ausland; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Early childhood; Education; Frühkindliche Bildung; Frühpädagogik; Kindesentwicklung; Special needs education; Sonderpädagogik; Sonderschulwesen; Rehabilitation center; Rehabilitation centre; Rehabilitation centres; Rehabilitationszentrum; Türkei
Abstract	A randomized control study was conducted to evaluate the effectiveness of responsive teaching (RT) with a sample of 19 Turkish preschool-age children with disabilities and their mothers over a 6-months period. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Participants were randomly assigned to treatment conditions: The control group consisted of standard preschool classroom services and the RT group received biweekly RT parent-child sessions in addition to standard services. Compared with the control group, RT mothers made significantly greater increases in Responsiveness and Affect, whereas their children made greater changes in their engagement or pivotal behavior. There were also significant group differences in children's developmental outcomes. Children in the RT group improved their developmental quotient scores by an average of 42% compared with 7% for children in the control group. (Contains 5 tables.) (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10