Intellect Dev Disabil. 2013 Dec;51(6):458-69. doi: 10.1352/1934-9556-51.6.458.
A randomized control study was conducted to evaluate Responsive Teaching (RT) with a sample of 15 Turkish preschool-aged children with Down syndrome (DS) and their mothers over a six-month period of time. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage in highly responsive interactions with them. Subjects were randomly assigned to treatment conditions: the control group consisted of standard preschool classroom services; the RT group received bi-weekly RT parent-child sessions in addition to standard services. RT mothers made significantly greater increases in their Responsiveness and Affect as wellas decreases in Directiveness than control group mothers. There were also significant group differences in children's interactive engagement and development. Children in the RT group improved their developmental quotient scores by an average of 47% compared to 7% for children in the control group. Results are described in terms of the effects of parental responsive interaction on the developmental functioning of children with DS.
一项针对 15 名患有唐氏综合征（DS）的土耳其学龄前儿童及其母亲的随机对照研究，评估了反应式教学（RT）。RT 是一种早期干预课程，试图通过鼓励父母与孩子进行高度互动来促进孩子的发展。研究对象被随机分配到治疗条件下：对照组接受标准的学前课堂服务；RT 组除了标准服务外，还每周接受两次 RT 亲子课程。RT 组的母亲在反应性和情感方面的提高幅度明显大于对照组的母亲，而在直接指导方面的减少幅度也明显大于对照组的母亲。儿童的互动参与度和发展方面也存在显著的组间差异。与对照组儿童相比，RT 组儿童的发展商数得分平均提高了 47%，而对照组儿童仅提高了 7%。结果从父母反应性互动对 DS 儿童发展功能的影响方面进行了描述。
