Practical Research On “Parent Responsive Teaching” Model In Early Intervention

Currently,the early screening for infants at risk for abnormal behavior is a high public health priority and many researches focus on it.However,the effect of early intervention have been studied rarely.To our knowledge,early intervention importantly allows for intervention to begin earlier,which is considered essential to achieving the best outcomes.The purpose of this study was to examine the success of parent responsive teaching intervention for improving the social-communication of children at risk for abnormal social behavior.This study used a multiple baseline across participants design with three Chinese children in the children's hospital of ZheJiang University School of Medicine(age range in years and months was 9-12).Visual analysis,simplified time-series analysis were used for analyzing behavioral data,including the observation.Three parts were divided: the first part is literatures review,it points out some dangerous signs for the social behaviors based on many prospective longitudinal studies of infants and toddlers at risk for ASD.Meanwhile,it posits that parent responsiveness is critical to child development in areas of cognition,communication,and self-regulation.Through overview of parent responsiveness,researchers have established varying definitions of parent responsiveness depending on the underlying theory assumption and some typical characteristics.The second part is the experiment design,a single-case multiple baseline across participants was implemented for three months,parent responsiveness training includes group teaching and video direction.Result shows participant 1(infant group)had treatment effects in “social smile”,“joint attention” and “intentionality”.Participant 2(infant group)had treatment effects in “social smile”,“intentionality” but on effect in “joint attention”.Participant 3(infant group)had treatment effects in “joint attention” and “intentionality” but no effect in “social smile”.Specifically,participant1 and participant2(parent group)had treatment effects in “share control”,“sensitivity” and “contingency”,participant 3(parent group)had treatment effect in “contingency”,but no effect in “share control” and “sensitivity”.The third part gives out the conclusions and discussions on the base of the results of intervention,and explores effective methods of parent responsiveness teaching.