Mediational Analyses of the Effects of Responsive Teaching on the Developmental Functioning of Preschool Children With Disabilities.
Mediational analyses were conducted with data from two small randomized control trials of the Responsive Teaching (RT) parent-mediated developmental intervention which used nearly identical intervention and control procedures. The purpose of these analyses was to determine whether or how the changes...
| Publicado en: | Journal of Early Intervention Vol. 37; no. 4; pp. 286 - 300 |
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| Autores principales: | , |
| Formato: | research tables/charts randomized controlled trial Journal Article |
| Publicado: |
Sage Publications Inc.
Dec2015
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=111782359&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 111782359 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 10538151 0VW jtl: Journal of Early Intervention issn: 10538151 maglogo: N pubinfo: dt: Dec2015 vid: 37 iid: 4 pid: 20732 pub: Sage Publications Inc. place: Thousand Oaks, California artinfo: ui: 111782359 111782359 111782359 10.1177/1053815115617294 111782359 ppf: 286 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Mediational Analyses of the Effects of Responsive Teaching on the Developmental Functioning of Preschool Children With Disabilities. aug: au: Karaaslan, Ozcan Mahoney, Gerald affil: Marmara University, Istanbul, Turkey sug: subj: Child Development Children with Disabilities Data Analysis Randomized Controlled Trials Learning Methods Teaching Adult-Child Relations Behavior and Behavior Mechanisms Human Female Male Adult Infant Descriptive Statistics Data Analysis Software Analysis of Variance Chi Square Test Instrument Validation Multivariate Analysis of Variance Multiple Regression Scales Adult: 19-44 years Infant: 1-23 months Female Male ab: Mediational analyses were conducted with data from two small randomized control trials of the Responsive Teaching (RT) parent-mediated developmental intervention which used nearly identical intervention and control procedures. The purpose of these analyses was to determine whether or how the changes in maternal responsiveness and children’s engagement that occurred during these interventions contributed to child development outcomes. To conduct these analyses, regression procedures described by Baron and Kenny were used to test for mediation. RT, which focuses on enhancing mother’s responsiveness with their children, was found to be more effective than the control condition at promoting not only children’s development but also both mothers’ responsiveness and children’s engagement (i.e., pivotal behavior). Intervention changes in mothers’ responsiveness were highly associated with changes in children’s pivotal behavior. However, intervention changes in children’s language and personal social development were mediated by changes in children’s pivotal behavior but not by changes in mothers’ responsiveness. Results are discussed in terms of both mechanisms for developmental change and the nature of children’s early intervention objectives. pubtype: Academic Journal doctype: research tables/charts randomized controlled trial Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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