Effectiveness of Responsive Teaching With Children With Down Syndrome

Karaaslan, Özcan; Mahoney, Gerald

doi:10.1352/1934-9556-51.6.458

Cited by 51 publications

(58 citation statements)

References 45 publications

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“…(2009, 2016), and Wang (2008). The translation of teaching objectives was found in the studies of Karaaslan and Mahoney (2013), Shin and Duc (2016), and Shin et al. (2018).…”

Section: Resultsmentioning

confidence: 87%

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Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Susanty¹,

Noël

Sabeh³

et al. 2020

Research Intellect Disabil

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Background Evidence and awareness of the importance of culturally adapting psychosocial interventions is growing. The aim of this paper is to systematically review studies on cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities, in low‐ and middle‐income countries. Methods Studies were identified through electronic databases and searching bibliographies. The quality and cultural adaptations of thirteen studies focusing on parental trainings were analysed using standardised tools and frameworks. Results Findings suggest interventions reduce the risk of depression and stress and increase coping strategies and positive perceptions of family functioning. Parenting skills training may improve parent–child interactions and child development. However, these benefits should be interpreted cautiously due to methodological shortcomings. Most studies described efforts to make appropriate cultural adaptations to the interventions, but these adaptations were not comprehensive. Conclusion High‐quality cultural adaptations are crucial to providing meaningful interventions in different parts of the world.

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“…(2009, 2016), and Wang (2008). The translation of teaching objectives was found in the studies of Karaaslan and Mahoney (2013), Shin and Duc (2016), and Shin et al. (2018).…”

Section: Resultsmentioning

confidence: 87%

“…Cultural adaptations of the intervention methods were made by Karaaslan and Mahoney (2013), through the translation of the teaching procedures in Turkish. Kurani et al.…”

Section: Resultsmentioning

confidence: 99%

Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Susanty¹,

Noël

Sabeh³

et al. 2020

Research Intellect Disabil

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“…Assessing physiology and its link to behaviour is an emerging research area. Parent–child interactions are a critical context for child learning (Karaaslan & Mahoney, ; Venuti et al, ). Elucidating how under‐the‐skin experiences of children with DS shape and/or are shaped by parent under‐the‐skin experiences and communicative behaviours may offer new intervention targets for optimising learning during parent–child interactions.…”

Section: Discussionmentioning

confidence: 99%

“…DS is the most common genetic cause of intellectual disability, occurring in one in 691 live births (Parker et al, ). Children with DS demonstrate a host of communication and cognitive deficits (Martin, Klusek, Estigarribia, & Roberts, ), and gains in these areas have been shown to rely on responsive and engaging parent–child interactions (Karaaslan & Mahoney, ; Venuti et al, ). Parental responsivity is defined as exhibiting warmth and stability, in addition to following the child's lead to promote learning (Warren & Brady, ).…”

Section: Physiological Arousal and Observed Behaviour In Parent–childmentioning

confidence: 99%

Physiological arousal and observed behaviour in parent–child interactions involving young children with Down syndrome

Lorang

Hartley

Sterling

2020

J intellect Disabil Res

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Background Parents of children with Down syndrome (DS) play an important role in their child's development. Physiological measures, such as electrodermal activity (EDA), can shed light on parent-child relations beyond the behavioural level.The goals of the current study were to assess the feasibility of collecting EDA data in preschool age children with DS, examine the association between parent and child EDA during play-based interactions, and investigate the relation between parent and child EDA and observed parent behaviours. Method Two parents in 15 families participated in dyadic free play interactions with their child with DS (i.e., 15 mother-child and 15 father-child interactions). The children with DS (aged 24-61 months) and both of their parents wore multisensory wristbands measuring EDA. Parent behaviours were coded as requests for behavioural complies, requests for verbal complies, or comments.Results Usable EDA data were collected for 13/15 children and 11/15 mothers during the mother-child interactions and 14/15 children and 12/15 fathers during the father-child interactions. Parent and child EDA variability was significantly positively related for father-child but not mother-child dyads. Maternal use of requests for behavioural complies was positively related to child EDA variability. Conclusions The collection of EDA data through wristbands worn by young children with DS during early parent-child interactions was feasible. Preliminary findings indicated that some aspects of parent and child physiology in DS may be related in different ways for mother-child and father-child dyads.

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“…The importance of relationships between agency staff and consumers of agency services has been well noted in the developmental disabilities field (Karaaslan & Mahoney, 2013;Magito-McLaughlin et al, 2002). Relationships have also received attention in behavior analysis from several perspectives (Carr, McLaughlin, Giacobbe-Grieco, & Smith, 2003;McClannahan & Krantz, 1993;Taylor & Fisher, 2010).…”

mentioning

confidence: 99%

Familiarizing New Staff for Working with Adults with Severe Disabilities: a Case for Relationship Building

Parsons

Bentley

Solari

et al. 2016

Behav Analysis Practice

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In human service agencies, situations exist at various times in which consumers are not familiar with the staff who work with them. We evaluated effects of familiar versus unfamiliar staff working with two men with severe disabilities in a vocational program. Results indicated both participants displayed more compliance with familiar staff relative to unfamiliar staff and one exhibited more on-task (one was near ceiling levels with both staff). Subsequently, a familiarization process was conducted with four new staff before working with four men with severe disabilities that involved spending time with a participant in a preferred activity and phasing in to the participant's routine. Each staff worked with one participant after being familiarized and concurrently with another without being familiarized. In all but one case, participant compliance was greater with the familiarized staff. Except when on-task was near ceiling levels, it also was higher with the familiarized staff. Additionally, results offered some support for the existence of a good relationship between familiarized staff and participants in terms of more participant happiness indices than with unfamiliar staff and, to a smaller degree, less unhappiness indices and problem behavior. Implications for practitioners are discussed, including being aware of potential problems when unfamiliar staff work with adults with severe disabilities and considering familiarizing new staff prior to working with individuals. Discussion also addresses how more attention could be directed to relationship development from a practitioner and research perspective.

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Effectiveness of Responsive Teaching With Children With Down Syndrome

Cited by 51 publications

References 45 publications

Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Benefits and cultural adaptations of psychosocial interventions for parents and their children with intellectual disabilities in low‐and middle‐income countries: A systematic review

Physiological arousal and observed behaviour in parent–child interactions involving young children with Down syndrome

Familiarizing New Staff for Working with Adults with Severe Disabilities: a Case for Relationship Building

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