Responsive Teaching ParentMediated Developmental Intervention

1
Responsive Teaching Parent-Mediated
Developmental Intervention

• Gerald Mahoney, Ph.D.
• Frida Perales, M.Ed.
• Mandel School of Applied Social Sciences
• Case Western Reserve University
• gjm14_at_po.cwru.edu

2
Goal for Todays Presentations

• Introduction to Responsive Teaching Curriculum
• Rationale
• Instructional Strategies For Working With
• Children Responsive Teaching Strategies
• Parents-Intervention Topics
• Intervention Procedures
• Planning And Tracking
• Research Findings On The Impact Of RT On
• Socio-Emotional
• Developmental Functioning

3
Responsive Teaching-A Different Approach
Intervention Goals Objectives

• Intervention Topics
• Cognition
• Communication
• Socio-Emotional
• Motivation
• Motor

Responsive Teaching Strategies Reciprocity Contin
gency Control Affect Match
Family Action Plans
Responsive Parental Interactions
Pivotal Behaviors
Child Development
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1 Reason to Use Responsive TeachingIT WORKS!!!

• 50 Children with Developmental Disabilities
  Including 20 Children with Autism/PDD
• MCA 26 Months
• One Year of Weekly Parent-Child Intervention
  Sessions

5
RT Derived From Research on Parental Influences
on Childrens Development

• Responsive Parent-Child Interaction is the most
  consistent predictor of early developmental
  outcomes for
• Children At-Risk
• Variability from Above Normal to
  Problem/Disability Range
• IQ
• Verbal Ability
• Mental Health /Behavioral Problems
• Children with Disabilities
• Variability from Low Normal Problem/Disability
  Range
• IQ
• Verbal Ability
• Mental Health /Behavioral Problems
• All Children Including Children From Different
  Cultural and Racial backgrounds

6
RT Has Evolved From Relationship-Focused
Intervention

• Encourage parents to use patterns of interaction
  which developmental research has found to be
  related to childrens development
• INREEL, Hanen
• ECO Model MacDonald
• TRIP/ High\Scope Infant Toddler
• Greenspan Floor Time
• Designed to Address Problems Encountered With
  Previous Approaches
• More Focused on Child Outcomes
• Clearly Defined Intervention Strategies
• Better Integration with Contemporary
  Developmental Theories From Across Domains
• Simplified Procedures For Intervention Planning
  and Tracking
• Designed to Be Compatible with EI Best Practice
  Guidelines
• Family Centered Practice /Natural Environments

7
Key to the Effectiveness of Responsive Teaching

• Mothers Learned to Use Responsive Teaching
  Strategies During Daily Routines with Their
  Children
• Responsive Teaching Strategies Helped Mothers
  Engage in More Responsive Interactions with their
  Children

8
What Is Responsiveness

• Parents Style of Interaction
• How Parents Typically Interact with their
  Children Across Daily Routines
• Determined by a Complex Set of Factors
• Beliefs About Child Development
• Beliefs about the role they play in their childs
  development
• Understanding of their childs disability
• Affected by multiple psychosocial factors

9
Using The Maternal Behavior Scale to Identify
Differences in Mothers Interaction
Responsiveness
Awareness and understanding of childs activity
or play interests Appropriateness and
consistency of parents responses to the childs
behaviors Ability of the parent to engage the
child in the play interaction.

• Sensitivity to Interest
• Responsivity
• Effectiveness

10
Using The Maternal Behavior Scale to Identify
Differences in Mothers Interaction
Directiveness

• Pace
• Directiveness

The parents rate of behavior considered
independently of the childs behavior. The
frequency and intensity of parent requests,
commands, or other manners to direct the childs
behavior
11
Characteristics Associated with Responsiveness
DIMENSION
STRATEGIES
Engagement , Balance Joint Action Routines
Reciprocity
Sensitivity, Timing Intent, Frequency
Contingency
Moderate Direction Facilitation
Control
Animation, Enjoyment Warmth, Acceptance
Affect
Developmental Match Interest Match Behavioral
Style Match
Match
12
Responsive Teaching Strategies
13
How Do You Promote Responsiveness?

• Talk about the importance of responsiveness
• Model interacting Responsively with the child
  throughout a session
• Help parents deal with stress and other problems
  that may interfere with their interactions with
  their children
• Teach parents to use Responsive Teaching
  strategies
• Learn by doing!!

14
Responsive Teaching Strategies

• RT strategies help adults think about, monitor
  and modify the way they interact with their
  children during routine encounters or play
  activities
• 66 Strategies
• Organized according to the component of
  responsiveness that a strategy encourages
  parents to develop
• Provide interventionists a variety of
  alternatives for helping parents interact more
  responsively with their children

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Components of Responsiveness
DIMENSION
STRATEGIES
Engagement , Balance Joint Action Routines
Reciprocity
Sensitivity, Timing Intent, Frequency
Contingency
Moderate Direction Facilitation
Control
Animation, Enjoyment Warmth, Acceptance
Affect
Developmental Match Interest Match Behavioral
Style Match
Match
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Responsive Teaching Strategies

• Engagement
• Be physically available and interactive
• Balance
• Take one turn and wait
• Joint Action Routines
• Sustain repetitive play or action sequences
• Awareness
• Take the childs perspective
• Timing
• Respond quickly to your childs signals, cries or
  nonverbal requests
• Intent
• Respond to unintentional vocalizations, facial
  displays and gestures as if they were
  meaningful
• Frequency
• Encourage multiple caregivers to use responsive
  strategies
• Moderate Direction
• Give your child frequent opportunities to make
  choices
• Facilitation
• Expand to show the child the next developmental
  step

17
Responsive Teaching Strategies

• Animation
• Respond to the child in playful ways
• Enjoyment
• Repeat activities your child enjoys
• Warmth
• Comfort your child when fussy, irritable or angry
• Acceptance
• Value what your child is doing
• Developmental Match
• Interpret the childs behavior developmentally
• Interest Match
• Read my childs behavior as an indicator of
  interest
• Behavioral Style Match
• Have expectations that conform to your childs
  behavioral style/Anticipate your childs
  reactions

18
How Does Responsiveness Promote Development?
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Discrete Skills

• EI and Speech Pathology have a long tradition of
  conceptualizing competence as the discrete
  skills that characterize higher levels or more
  adaptive/appropriate functioning
• Intervention (IEP/IFSP) goals are the discrete
  behaviors that characterize higher levels of
  functioning that a child needs to know
• Discrete Skill intervention goals can best be
  promoted through directive instruction.
• Children are unlikely to learn behaviors they do
  not know unless they are guided and directed to
  learn them

20
Discrete Skills Developmental Model
Cognition Communication Socio-Emotional
Adaptive Functioning
Enhanced Child Development
Modeling, Shaping Prompting Elicited
Imitation Rote Repetition
Directive/Didactic Teaching
DEVELOPMENTAL SKILLS Cognitive Skills,
Communication Skills Social Skills, Behavioral
Skills Adaptive Behavior Skills
Discrete Behaviors
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Questions About Discrete Skill Intervention
Objectives

• If we successfully teach a discrete skill to a
  child with (mental retardation, developmental
  delays), is s/he
• Less (developmentally delayed, autistic)
• Or
• A child with (developmental delays/ Autism) who
  knows another skill?
• How many skills do we have to teach children with
  developmental delays before we attain success?
• Can we teach children with (Mental Retardation/
  Developmental Delays) everything they need to
  know?
• Why is it so hard for children with (mental
  retardation/developmental delays) to remember and
  or use the skills we teach them?

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But Responsive Interactions Do Not Promote
Discrete Skills (Kaiser, et. al., 1996)
23
How Does Responsiveness Enhance Development?

• Responsive Interactions
• Associated with higher levels of
• Language and Cognitive Development
• Socio-emotional functioning
• But Ineffective at Teaching Discrete
  Developmental Skills
• The Predominant Focus of EI
• But Responsiveness Encourages Children to Become
  More Actively Engaged in Social and Non-Social
  Activities

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Responsiveness Encourages Child
EngagementMother/Child
25
Responsiveness Encourages Child
EngagementTeacher/Child Behavior (n48)
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Child Behavior Rating Scale

• Attention- the extent to which a child attends to
  an activity
• Persistence the degree to which a child
  participates in activities
• Involvement- the intensity with which the child
  is involved in an activity
• Initiation the extent to which the child
  initiates activities
• Cooperation- the degree to which a child attempts
  to comply with the requests or suggestions of the
  adult.
• Joint attention- the extent to which the child
  attends to the adult
• Affect the general emotional state of the child
  during the interaction

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The Child Behaviors Responsiveness Promotes Are
Pivotal Behaviors

• Pivotal behaviors are behaviors that are central
  to wide areas of functioning such that a change
  in the pivotal behavior will produce improvement
  across a number of behaviors. (Koegel, Koegel
  Carter, 1999 p. 577, School Psychology Review)
• Learning Processes
• Learning Habits.

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Childrens Use of Pivotal Behaviors Are
Associated with Higher Levels of Development
29
Responsive Interaction is Developmental Teaching

• Adults (Caregivers) style of interacting
  reflects their personal, cultural and religious
  values
• BUT the way adults interact with children helps
  children learn the behaviors that are the
  foundation for development
• Interactive principles are equally applicable
  across cultural groups
• Adults promote development by TEACHING children
  the Pivotal Behaviors that enhance learning each
  time they interact with their children
• Habit Formation

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Responsive Teaching Promotes Development by
Enhancing Childrens Pivotal Developmental
Behaviors
Responsive Teaching
Pivotal Developmental Behaviors
Child Development
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Responsive Teaching Promotes Developmental
Learning By Encouraging Pivotal Behaviors For
Multiple Developmental Domains

• Motivation
• Interest/ Curiosity
• Persistence
• Control
• Self Confidence
• Enjoyment
• Learning (Cognition)
• Social play
• Child Initiation
• Exploration/ Manipulation
• Problem Solving

• Communication
• Joint Activity
• Joint Attention
• Vocalization
• Intentionality
• Conversation
• Socio-Emotional State
• Trust/Attachment
• Empathy
• Cooperation
• Self Regulation

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Responsive Teaching Is A Holistic and
Multidisciplinary Model

• Responsiveness Promotes Each of The Major
  Developmental Domains
• The Same Responsive Strategies That Promote One
  Area Of Development Simultaneously Promote Others
  Areas Of Development
• When An Interventionist Targets One Area Of
  Development, She Is Simultaneously Supporting
  Other Developmental Domains

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The Role of Parents In Responsive Teaching
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Parents are the Key to Intervention Effectiveness

• Increasing Evidence that the Effectiveness of
  Intervention is Directly Dependent upon Parent
  Involvement
• Examined outcomes 7 intervention studies
• Almost 800 children at-risk/ with disabilities
• First Published
• Mahoney, Boyce, Fewell, Spiker Wheeden, 1998
  ,TECSE
• Findings
• If early intervention enhances parents
  responsiveness to their children, intervention
  promotes childrens development
• When intervention does not enhance parent
  responsiveness, intervention is not effective
• Regardless of
• Intensity of Services
• Amount Services Provided to Parents
• Training of Providers
• Curricula or Instructional Procedures
• Keys to success
• Parent involvement with their children
• Responsive Interaction

35
Why Parents?

• Intervention Is Difficult, Complex, Demanding
• Defy processes that are dictated by biology
  and/or history
• Intervention requires high intensity effort
• Children Have the Potential to Learn During All
  Their Waking Moments
• Children Are More Attentive and Responsive to
  Parents than other Adults
• Parents Have Enormous Opportunities to Impact
  Childrens Development Throughout Their Daily
  Routine

36
Who Has the Greatest Impact on Childrens
Development?
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How Do How Adults Become More Responsive?

• Learn to use RT strategies with child
• Understand the importance of pivotal behavior to
  childrens development
• Understand how RT encourages childrens
  developmental behavior.
• Reconcile RT with personal beliefs

38
The Change Process
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Procedures for Teaching Responsive Teaching
Strategies

• Explanation
• Demonstration
• Coaching
• Requires a critical eye
• Patience, Learn in Small Steps
• Practice
• Video Review
• Note The Change Process

40
Intervention Topics Link RT Strategies to
Childrens Pivotal Behavior

• Used as Discussion Guides
• Educate parents About the Role Pivotal behaviors
  Play in Childrens Development
• How Responsiveness promotes Childrens Use of
  Pivotal Behaviors
• ITs are critical to helping parents incorporate
  RT strategies into their routine interactions
  with their children

41
RESPONSIVE TEACHING
Responsive Interaction Component
Reciprocity
Contingency
Shared Control
Match
Affect

• Engagement
• Balance
• Joint Activity
• Routines

• Sensitivity
• Intent
• Timing
• Frequency

• Moderate
• Direction
• Facilitation

• Developmental
• Interest
• Behavioral Style

• Animation
• Enjoyment
• Warmth
• Acceptance

RT Strategies
Intervention Goals
COGNITION
COMMUNICATION
SOCIAL EMOTIONAL
MOTIVATION
Pivotal Developmental Behaviors

• Social Play
• Initiation
• Exploration
• Practice
• Problem Solving

• Joint Activity
• Joint Attention
• Vocalization
• Intentionality
• Conversation

• Attachment
• Empathy
• Self Regulation
• Cooperation

• Interest
• Persistence
• Enjoyment
• Control
• Competence

Intervention Objectives
CHILD DEVELOPMENT
Intervention Outcomes
42
Responsive Teaching A Structured Approach to
Early Intervention

• Context
• Parents and Children Together
• Any Place that is convenient
• Components
• Purpose- Pivotal Intervention Objective
• 1 to 2 Intervention Topics
• Rationale for Pivotal Objective
• 1 to 2 Responsive Teaching Strategies
• Family Action Plans
• Time - 45 to 60 minutes

43
Intervention Format for Teaching Responsive
Teaching Strategies

• Explanation
• Demonstration
• Coaching
• Requires a critical eye
• Patience, Learn in Small Steps
• Practice
• Video Review
• Note The Change Process

44
Responsive Teaching Promotes Language and
Communication
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Pivotal Intervention Objectives

• Derived From Contemporary Child Development
  Research
• Communication
• Bates - Communication Theory
• Bruner - Role of Mother in Establishing Joint
  Action Routines
• The Same Way Adults Learn a Foreign Language

46
EI Outcomes Language and Communication
Behaviors That Parents Want

• I want my child to make her needs known to me.
• I want my child to talk/ learn words.
• I want my child to talk in sentences
• I want my child to have conversations with me.
• I want my child to respond to what I say/pay
  attention to me.
• I want my child to speak so others can
  understand her.

47
Language Goals and Pivotal Objectives

• Language Goal To support and promote childrens
  ability to engage in conversational exchanges in
  which they express their observations, feelings
  and needs and respond to the requests, feelings
  and observations of others.

Joint Activity
Joint Attention
Intentionality
Conversation
Vocalization
48
Joint AttentionIntervention Topics

• Children learn the meaning of language by using
  context and nonverbal cues to decipher the
  relationship to the feelings, observations,
  objects or actions these words refer to.
• Children make eye contact with parents when
  parents persist at making eye contact with them.
• Children attend to their parents when parents
  are attentive to their childrens activity
• Children learn to follow their parents focus of
  attention when parents use multiple cues to
  direct their attention.
• Children learn to direct their parents
  attention by controlling their behavior
• It takes time for children to learn to develop
  joint attention

49
Joint AttentionResponsive Teaching Strategies

• 113 Get into my childs world
• 211 Observe my childs behavior
• 312 Imitate my childs actions and communications
• Accompany communication with intonation,
  pointing
• nonverbal gestures
• 424 Repeat activities your child enjoys
• 521 Read my childs behavior as an indicator of
  interest
• 522 Follow my childs focus attention
• 531 Be sensitive to my childs sensations

50
Intentional CommunicationIntervention Topics

• Intentional communication occurs when children
  get others to understand their feelings, needs
  and observations.
• The first step toward becoming an intentional
  communicator is understanding that gestures and
  vocalizations can be used to express feelings and
  needs.
• Children become intentional communicators to the
  degree that their early nonverbal behaviors have
  effects on others.
• Childrens early communications do not have to be
  understood, only responded to.
• Childrens first words describe their actions,
  experiences and nonverbal communications.
• Children learn words and language rapidly as they
  discover how they help them communicate more
  effectively

51
Intentional CommunicationResponsive Teaching
Strategies
112 Play frequently together 132 Sustain
repetitive play or action sequences 211 Observe
my childs behavior 221 Respond quickly to my
childs signals, cries or nonverbal
requests 232 Accept incorrect word choice,
pronunciation or word approximations by
responding to my childs intention 233 Translate
my childs actions, feelings, intentions into
words 322 Expand to clarify my childs intentions
or developed my childs topic 415 Accompany
communication with intonation, pointing and
nonverbal gestures 512 Know the developmental
skills my child seems ready to learn
52
ConversationIntervention Topics

• Children who have language but rarely use it in
  conversations need to have frequent interactions
  to learn to converse.
• Children will converse longer and more frequently
  when adults respond to their intentions rather
  than correct their speech or language.
• Children are more likely to have conversations in
  situations that are enjoyable, interesting and
  related to what they know.
• Communicating for needs is not sufficient to
  build a habit of conversation
• Every interaction is an opportunity to practice
  and learn to have conversations
• Children will become conversational when others
  speak to them more in ways they can speak than in
  ways they can only understand.
• Children practice language by talking to
  themselves joining a childs self talk is a
  good way to help him learn.
• Asking children to imitate and testing them with
  questions can interfere with their becoming
  conversational.

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ConversationResponsive Teaching Strategies
122 Keep the child for one more turn than
usual 124 Get from your child as much as you give
to you are child 135 Make a habit of
communicating during Joint Activity
Routines 234 Rephrase unclear vocalizations and
word approximations with words that match the
child actions or intentions 311 Communicate
without asking questions 321 Expand to show the
next developmental step 323 Wait silently for a
more mature response 413 Respond to the child in
playful ways 523 Follow the childs lead
54
Changes in Childrens Communication
Functioning Play Based Assessment
55
Proportional Increases in Childrens Language
Development Rate During Intervention Play Based
Assessment
56
Proportional Increases in Childrens Language
Rate In Relationship to Changes in Maternal
Responsiveness (N 46)
57
Increases in Childrens Communication Rate In
Relation to Changes in Childrens Pivotal
Behavior (N 46)
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Summary of Effects Language Development

• 55 of children made at least five point
  improvement in expressive language rate
• 67 of children made at least 10 increase in
  rate of expressive language development
• 74 of children made at least 10 increase in
  rate of receptive language development
• Improvements in language significantly related to
  
• changes in maternal responsiveness
• changes in childrens pivotal behavior

59
Responsive Teaching Promotes Social-Emotional
Functioning
60
Pivotal Intervention Objectives

• Derived From Contemporary Child Development
  Research
• Social-Emotional
• Ainsworth - Attachment Theory
• Thomas, Chess Birch - Goodness of Fit Self
  Regulation
• Tiffany Fields Intersubjectivity
• Mahoney et. al Cooperation/Compliance

61
EI Outcomes Socio-Emotional Behaviors That
Parents Want

• I want my baby to stop being so
  fussy/crying/tantrumy.
• I want my baby to mind me/ obey me.
• I want my baby to go to bed at a decent
  hour/sleep through the night
• I want my child to behave in the restaurant/at
  church/ at my relatives home.
• I want my child not to hit/bite.
• I want my child to be happy.

62
Socio-Emotional Goals and Pivotal Objectives

• Socio-Emotional Goal To support and promote
  childrens social and emotional well-being so
  that they feel secure and capable of adjusting
  to the demands of family life and routine
  interactions.

Trust/ Attachment
Empathy
Self Regulation
Cooperation
63
Trust/Attachment Intervention Topics

• Attachment refers to childrens dependency on
  their mothers, fathers and other primary
  caregivers
• Childrens attachment is manifested by their
  seeking out and trusting their parents and other
  primary caregivers
• Childrens attachment relationship with their
  parents/ primary caregivers predicts their social
  emotional functioning later in life
• Disrupted attachment relationships will affect
  childrens social emotional behavior
• Fathers and other primary caregivers play a
  critical role in childrens attachment formation

64
Trust/Attachment Intervention Topics

• Childrens attachment relationship with adults is
  dependent upon the degree to which adults engage
  in warm and responsive interactions with them
• Children who are attached to highly responsive
  adults learn to function independently in later
  childhood
• Childrens attachment behaviors progress through
  predictable developmental stages
• Parents promote childrens independence by
  comforting them at times of separation distress
• Attachment - prerequisite to effective
  discipline

65
Trust/Attachment Responsive Teaching Strategies

• 111 Be physically available and interactive
• 212 Take the childs perspective
• 221 Respond quickly to my childs signals, cries
  or nonverbal requests
• 223 Discipline promptly and comfort
• 242 Encourage multiple caregivers to use
  responsive strategies
• 421 Act as a playful partner (eye contact, face
  to face interaction)
• 431 Be physical but gentle
• 432 Respond affectionately to childs cries and
  needs for attention

66
CooperationIntervention Topics

• Children learn to be cooperative when they are
  successful at complying with requests made by
  their parents or others
• Failure to cooperate one of the major forms of
  misbehavior
• Children will comply successfully with their
  parents requests when parents ask them to do
  things that are within their current range of
  ability
• Children are more likely to comply with their
  parents requests when parents ask them to do
  things are related childrens immediate interests
• Children will comply more often to their parents
  requests when parents reduce the number of
  requests they ask their children to do
• Children are more likely to comply with adults
  requests, when adults engage in frequent
  reciprocal interactions with them
• Gain my childs cooperation by giving him/her
  frequent opportunities to make choices
• Transitions are often difficult for children to
  cooperate with
• Parents can reduce the stress of childrens
  transitions

67
CooperationResponsive Teaching Strategies

• 112 Play frequently together
• 124 Get from the child as much as you give to the
  child
• 235 Interpret noncompliance as a choice or lack
  of ability
• 313 Give your child frequent opportunities to
  make choices
• 423 Turn routines into games
• 512 Know the developmental skills my child seems
  ready to learn
• 513 Request actions that match my childs
  developmental level
• 516 Have developmentally appropriate rules and
  expectations
• 535 Match my childs interactive pace

68
Self RegulationIntervention Topics

• Self regulation - learning to cope with emotions
• Children develop their coping skills with time
• Childrens behavioral style or temperament plays
  a major role in the ease with which they learn to
  self regulate
• Tantruming- childrens reaction to stress/
  frustration
• Children do not tantrum just to get their way
• Comfort and acceptance help children learn to
  soothe themselves
• Parental anger aggravates childrens frustration
• Parents are most successful at managing their
  children behavior when they expect them to react
  according to their temperament or behavioral
  style
• Give children room to react

69
Self RegulationResponsive Teaching Strategies

• 133 Join perseverative play Make it interactive
• 223 Discipline promptly and comfort
• 516 Have developmentally appropriate rules and
  expectations
• 521 Read my childs behavior as an indicator of
  interest
• 523 Follow the childs lead
• 533 Respond to my childs behavioral state
• 532 Observe how my child ordinarily engages in
  interaction
• 534 Have expectations that conform to my childs
  behavioral style/Anticipate my childs reactions
• 535 Match the childs interactive pace

70
Changes in Childrens Infant Toddler
Socio-Emotional Dysregulation (N 47)
71
Changes in Childrens Infant Toddler
Socio-Emotional Social Competence (N 47)
72
Changes in Childrens Temperament and Atypical
Behavior Scale (TABS)Scores (N 32)
73
Changes in Childrens Temperament and Atypical
Behavior Scale (TABS)Scores (N16)
74
Increases in TABS Score In Relationship to
Changes in Childrens Pivotal Behavior (N 48)
75
Summary of Effects on Social Emotional
Functioning

• 55 of children made overall improvements in TABS
• 70 of children made a moderate improvement in
  ITSEA social competence
• Children with Autism made significant
  improvements in self regulation (ITSEA)
• Improvements in TABS related to changes in
  childrens pivotal behavior

76
Responsive Teaching Promotes Motivation and
Cognition
77
Pivotal Intervention Objectives

• Derived From Contemporary Child Development
  Research
• Motivation
• Achievement Motivation Theory
• Task Difficulty
• Interest
• Feelings of Control
• Feelings of Competence

78
Motivational Goals and Pivotal Objectives

• Motivational Goal To enhance childrens
  intrinsic motivation to participate actively in
  the social and nonsocial experiences that are
  foundations for all aspects of learning and
  development.

Curiosity
Persistence
Control
Self Confidence
Enjoyment
79
Pivotal Cognitive Objectives

• Derived From Contemporary Child Development
  Research
• Cognition
• Piaget- Active Learning/Constructivism
• Vygotsky - Scaffolding

80
IFSP Outcomes Cognitive Behaviors That Parents
Want

• I want my child to be normal/catch up.
• I want my child to talk.
• I want my child to pay attention.
• I want my child to play.
• I want my child to learn colors shapes, letters,
  numbers.
• I want my child to learn to share

81
Cognitive Goals and Pivotal Objectives

• Cognitive Goal To support and promote
  childrens ability to perceive, know, reason, and
  make choices and to use of these competencies in
  everyday routines.

Social Play
Problem Solving
Practice
Initiation
Exploration
82
ExplorationIntervention Topics

• Exploration is the basis for discovery learning
• Knowing and understanding are multi-dimensional/mu
  lti-modal tasks
• As childrens cognitions change, they rediscover
  new possibilities
• Similar concepts can be learned through a variety
  of experiences
• Exploration is child initiated - not a guided
  tour
• Curiosity is a critical tool for learning
• Play provides children opportunities to explore

83
ExplorationResponsive Teaching Strategies

• 113 Get into my childs world
• Play with sounds back and forth
• 211 Observe my childs behavior
• Explore how responsive strategies can be
  used to enhance my childs participation
  throughout daily routines
• 325 Change the environment
• 415 Accompany communication with intonation,
  pointing and nonverbal gestures
• Value what your child is doing
• 511 Interpret my childs behavior developmentally

84
Responsive Teaching Planning and Tracking
85
Responsive Teaching Planning
INTERVENTION GOAL

• Address childs IFSP/IEP Outcomes
• Complements goals listed on IEP/IFSP
• 1 goal per developmental domain

Step 1
INTERVENTION OBJECTIVE

• 4 to 5 pivotal objectives per goal
• Address childs development needs
• Match childs current behavior
• Pivot Objective Wizard

Step 2
INTERVENION TOPIC

• Explanation and rationale for each
• Pivotal Intervention Objective
• Discuss with parents how children learn
• Supports the use of RT Strategies

Step 3

• Purpose is to promote pivotal objective
• Support consistent use of strategies
• Strategies are additive
• Use recommended strategies/avoid repetition

RT STRATEGY
Step 4
PIVOTAL BEHAVIOR RATING ITEMS

• Monitor childs progress
• Stress the importance of pivotal behavior
• Childs PB reflects parents use of RT
• Strategies

Step 5
86
RESPONSIVE TEACHING
Responsive Interaction Component
Reciprocity
Contingency
Shared Control
Match
Affect

• Engagement
• Balance
• Joint Activity
• Routines

• Sensitivity
• Intent
• Timing
• Frequency

• Moderate
• Direction
• Facilitation

• Developmental
• Interest
• Behavioral Style

• Animation
• Enjoyment
• Warmth
• Acceptance

RT Strategies
Intervention Goals
COGNITION
COMMUNICATION
SOCIAL EMOTIONAL
MOTIVATION
Pivotal Developmental Behaviors

• Social Play
• Initiation
• Exploration
• Practice
• Problem Solving

• Joint Activity
• Joint Attention
• Vocalization
• Intentionality
• Conversation

• Attachment
• Empathy
• Self Regulation
• Cooperation

• Interest
• Persistence
• Enjoyment
• Control
• Competence

Intervention Objectives
CHILD DEVELOPMENT
Intervention Outcomes
87
Responsive TeachingA Generic Developmental
Intervention

• Disabilities
• Adoption
• At-Risk
• Early Childhood Mental Health
• Preschools
• Home Based/ Center Based
• Curriculum Can be Modified for Different Types of
  Intervention Models
• Effective with Children up through Six Years of
  Age

88
RT Field Testing

• We will provide programs
• a copy of the RT Manual that you can copy for
  your staff
• CD ROM
• One day or half day of training
• On-site TA
• Telephone assistance as needed
• At least 3 staff would have to commit to trying
  to implement this model for at least 6 months
• Provide us feedback about
• Curriculum materials
• Problems with implementation
• Descriptions of successes
• Complete a survey
• Interview
• Eligible for more intensive training at FCLC