Research article | Open Access
International Journal of Progressive Education 2019, Vol. 15(6) 33-50
The Effects of Home-based Responsive Teaching Curriculum on Interactional Behaviors of Mothers and Their Children with Autism Spectrum Disorder: A Mixed Design Study in Turkey
pp. 33 - 50 | DOI: https://doi.org/10.29329/ijpe.2019.215.3
Publish Date: December 08, 2019 | Single/Total View: 382/913 | Single/Total Download: 524/1.731
Abstract
The effectiveness of Responsive Teaching (RT) Early Intervention Program which is one of the relationship-focused interventions (RFI) on five children diagnosed with autism spectrum disorder (ASD) and their mothers was studied. The study was conducted in 'Mixed Research Design' in which both quantitative and qualitative data were collected. Quantitative data of the study were collected through single group pretest-posttest model and qualitative data were collected from field notes, diaries, video analyses and interviews. Findings gathered from pretest and posttest quantitative results revealed that the RT program was effective on interactive behaviors of five children with ASD and their mothers. Qualitative results supported the quantitative findings and revealed that mothers stated they became more sensitive and responsive to their children behaviors by using RT strategies.
Keywords: Relationship-focused interventions, Responsive teaching, Autism spectrum disorder, Mixed design.
APA 7th edition
Toper, O., Diken, I.H., Vuran, S., & Mahoney, G. (2019). The Effects of Home-based Responsive Teaching Curriculum on Interactional Behaviors of Mothers and Their Children with Autism Spectrum Disorder: A Mixed Design Study in Turkey. International Journal of Progressive Education, 15(6), 33-50. https://doi.org/10.29329/ijpe.2019.215.3
Harvard
Toper, O., Diken, I., Vuran, S. and Mahoney, G. (2019). The Effects of Home-based Responsive Teaching Curriculum on Interactional Behaviors of Mothers and Their Children with Autism Spectrum Disorder: A Mixed Design Study in Turkey. International Journal of Progressive Education, 15(6), pp. 33-50.
Chicago 16th edition
Toper, Ozlem, Ibrahim Halil Diken, Sezgin Vuran and Gerald Mahoney (2019). "The Effects of Home-based Responsive Teaching Curriculum on Interactional Behaviors of Mothers and Their Children with Autism Spectrum Disorder: A Mixed Design Study in Turkey". International Journal of Progressive Education 15 (6):33-50. https://doi.org/10.29329/ijpe.2019.215.3
- Büyüköztürk, Ş., Kılıç Çakmak, E., Akgün, Ö.E., Karadeniz, Ş. & Demirel, F. (2008). Bilimsel araştırma yöntemleri (Scientific research methods). Ankara: Pegem Akademi. [Google Scholar]
- Ceyhun, A.T., Özdemir, S, Töret, G. & Özkubat, U. (2015). A comparison of parent-child [Google Scholar]
- interaction of children with autism spectrum disorders and their parents and typically developing children and their parents. International Journal of Early Childhood Special Education (INT-JECSE), 7 (2), 183-211. [Google Scholar]
- Cohen J. (1988). The analysis of variance. In Statistical Power Analysis for the Behavioral Sciences (second ed.). Lawrence Erlbaum Associates [Google Scholar]
- Creswell, J.W. & Plano Clark, V.L. Designing and conducting mixed methods research (2nd edition). Thousands Oak, CA: Sage Publications, Inc. [Google Scholar]
- Cunningham, C.E., Reuler, E., Blackwell, J., & Deck, J. (1981). Behavioral and linguistic developments in the interactions of normal and retarded children with their mothers. Child Development, 52, 62-70. [Google Scholar]
- Diken, Ö., & Mahoney, G. (2013). Interaction between Turkish mothers and preschool children with autism. Intellectual and Developmental Disabilities, 51(3), 190-200. [Google Scholar]
- Diken, Ö., Topbaş, S., & Diken, İ.H. (2009). Ebeveyn davranışlarını değerlendirme ölçeği (EDDÖ) ile çocuk davranışlarını değerlendirme ölçeği (ÇDDÖ)'nin geçerlik ve güvenirlik çalışmaları (Reliability and validity studies of maternal behavior rating scale and child behavior rating scale). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(2), 41-60. [Google Scholar]
- Diken, İ. (2012). An exploration of interactional behaviors of Turkish mothers and their children with special needs: Implications for early intervention practices. Education and Science, 37(163), 297-309. [Google Scholar]
- Diken, İ.H., Ardıç, A. & Diken, Ö. (2011). Gilliam Otistik Bozukluk Derecelendirme Ölçeği-2-Türkçe Versiyonu (GOBDÖ-2-TV) (Gilliam Autism Rating Scale-2-Turkish Version). Ankara: Maya Akademi Yayıncılık [Google Scholar]
- Ergül, C. (2009). Öğretimsel düzenlemeler modelinin erken çocukluk özel eğitiminde kullanılması (The use of instructional design model in early childhood special education). Ankara Üniversitesi Eğitim Bilimleri Fakültesi Özel Eğitim Dergisi, 10(1), 43-55. [Google Scholar]
- Gutstein, S.E., Burgess, A.F., & Montfort, K. (2007). Evaluation of relationship development intervention program. Autism, 11(5), 397-411. [Google Scholar]
- Hacıömeroğlu, G. (2014). Karma yöntemler. S. B. Demir (Çeviri Editörü), Araştırma deseni: Nitel, nicel ve karma yöntem yaklaşımları (s. 215-240), (Mixed designs, S.B. Demir (Translation Editor), Research design: Qualitative, quantitative and mixed desing approaches, pages 215-240). Ankara: Eğiten Kitap. [Google Scholar]
- Karaaslan, Ö., Diken, I.H. ve Mahoney, G. (2011). The effectiveness of the responsive teaching parent-mediated developmental intervention programme in Turkey: A pilot study. International Journal of Disability, Development and Education, 58(4), 359-372. [Google Scholar]
- Karaaslan, Ö., Diken, İ.H., & Mahoney, G. (2013). A randomized control study of responsive teaching with young Turkish children and their mothers. Topics in Early Childhood Special Education, (33)1, 18-27. [Google Scholar]
- Karaaslan, Ö., & Mahoney, G. (2013). Effectiveness of responsive teaching with children with down syndrome. Intellectual and Developmental Disabilities, 51(6), 458-469. [Google Scholar]
- Kim, J., & Mahoney, G. (2005). The effects of relationship focused intervention on Korean parents and their young children with disabilities. Research in Developmental Disabilities, 26(2), 101-201. [Google Scholar]
- Kim, J., & Mahoney, G. (2004). The effects of mother's style of interaction on children's engagement:Implications for using responsive intervention with parents. Topics in Early Childhood Special Education, 24(1), 31-38. [Google Scholar]
- Mahoney, G. (2007). Social work and early intervention. Children & Schools, 29(1), 3-5. [Google Scholar]
- Mahoney, G. (2009). Relationship focused intervention (RFI): Enhancing the role of parents in children's developmenatl intervention. International Journal of Early Childhood Special Education, 1(1), 79-94. [Google Scholar]
- Mahoney, G., Boyce, G., Fewell, R.R., Spiker, D., & Whedeen, C.A. (1998). The relationship of parent-child interaction to the effectiveness of early intervention services for at risk children and children with disabilities. Topics in Early Childhood Special Education, 18(1), 5-17. [Google Scholar]
- Mahoney, G., & Filer, J. (1996). How responsive is early intervention to the priorities and needs of families. Topics in Early Childhood Special Education, 16(4), 437-457. [Google Scholar]
- Mahoney, G., Kaiser, A., Girolametto, L., MacDonald, J., Robinson, C., Safford, P., & Spiker, D. (1999). Parent education in early intervention: A call for a new renewed focus. Topcs in Early Childhood Special Education, 19(3), 131-140. [Google Scholar]
- Mahoney, G., Kim, J.M., & Lin, C. (2007). Pivotal behavior model of developmental learning. Infants & Young Children, 20(4), 311-325. [Google Scholar]
- Mahoney, G., & MacDonald, J.D. (2007). Autism and developmental delays in young children: the responsive teaching curriculum for parents and proffessional. Texas: PRO-END, Inc. [Google Scholar]
- Mahoney, G., & Perales, F. (2003). Using relationship-focused intervention to enhance the social-emotional functioning of young children with autism spectrum disorders. Topics in Early Childhood Special Education, 23(2), 74-86. [Google Scholar]
- Mahoney, G., & Perales, F. (2005). Relationship-focused early intervention with children with pervasive developmental disorders and other disabilities: A comparative studies. Developmental and Behavioral Pediatric, 26(2), 77-85. [Google Scholar]
- Mahoney, G., Wheeden, C.A., & Perales, F. (2004). Relationship of preschool special education outcomes to instructional practices and parent-child interactions. Research in Developmental Disabilities, 25, 539-558. [Google Scholar]
- Mortensen, J.A., & Mastergeorge, A.M. (2014). A meta-analytic review of relationship-based interventions for low-income families with infants and toddlers: Facilitating supportive parent-child interactions. Infant Mental Health Journal, 35(4), 336-353. [Google Scholar]
- National Autism Center-NAC (2009). National Standards Report. http://dlr.sd.gov/autism/documents/nac_standards_report_2009.pdf sayfasından 20 Retrieved in September 2011. [Google Scholar]
- Temel, F., Ersoy, Ö., Avcı, N., & Turla, A. (2005). Gazi erken çocukluk gelişimi değerlendirme aracı-GEÇDA (Gazi Early Childhood Evaluation Tool-GECET). Ankara: Rekmay Co. [Google Scholar]
- Trivette, C. M. (2003). Influence of caregiver responsiveness of on the development of young children with or at risk for developmental disabilities. Bridges, 1(3), 1-13. [Google Scholar]
- Young-Kong, N., & Carta, J.J. (2011). Responsive interaction interventions for children with or at risk for developmental delays: A research synthesis. Topics in Early Childhood Special Education, 33(1), 4-17 [Google Scholar]
