Responsive Interaction Interventions for Children with or at Risk for Developmental Delays: A Research Synthesis

Autor/inn/en	Kong, Na Young; Carta, Judith J.
Titel	Responsive Interaction Interventions for Children with or at Risk for Developmental Delays: A Research Synthesis
Quelle	In: Topics in Early Childhood Special Education, 33 (2013) 1, S.4-17 (14 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0271-1214
DOI	10.1177/0271121411426486
Schlagwörter	Intervention; Developmental Delays; Interaction; Quasiexperimental Design; Fidelity; Participant Characteristics; Outcomes of Treatment; Program Effectiveness; Generalization; Sustainability; Program Implementation; Literature Reviews; Meta Analysis; Behavior Change; Parenting Skills; Parenting Styles; Synthesis; Sample Size; Research Design; Interaction Process Analysis; At Risk Students; Emotional Response; Social Development; Interpersonal Communication; Journal Articles + Suchen Sie Ihr Suchwort? Entwicklungsverzögerung; Interaktion; Nachhaltigkeit; Meta-analysis; Metaanalyse; Forschungsdesign; Prozessanalyse; Emotionales Verhalten; Soziale Entwicklung; Interpersonale Kommunikation; Journal article; Zeitschriftenaufsatz
Abstract	The purpose of this article is to synthesize the available studies regarding responsive interaction intervention (RII) for children with or at risk for developmental delays with a focus on six dimensions: (a) the characteristics of participants, (b) the features of RII, (c) the measurement of treatment fidelity, (d) the overall effectiveness of RII as reflected by the percentage of studies reporting significant changes in adult or child outcomes, (e) the measurement of maintenance and generalization of RII effects, and (f) the social validity or level of acceptability. Through a search of articles from 1990 to 2010, the authors identified 26 studies (31 articles) employing group experimental or quasiexperimental designs incorporating these dimensions. Overall, the results of the reviewed studies indicated that implementation of RII resulted in significant positive changes in adults' responsive behaviors and children's emotional and social-communicative outcomes. Although the most frequently reported child outcomes were in the social-communication domain, the most consistently significant positive outcomes for parent and child outcomes were in the emotional domain. The authors identify several gaps in this literature and suggest areas where research is needed. (Contains 2 tables and 2 figures.) (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