Parent Coaching Behaviors Used Within an Adaptive Responsive Teaching Intervention

The coaching service delivery model is often implemented within parent-mediated interventions for infants at an elevated likelihood of autism spectrum disorder. However, less is known about the exact coaching behaviors used within intervention sessions. Therefore, we examined the coaching behaviors implemented within the adaptive responsive teaching intervention. We also investigated the associations between coaching behaviors and parent education levels and the associations between the coaching behaviors and a parent outcome, that is, parent responsiveness. Results indicated that the interventionists demonstrated joint interaction and child-focused behaviors the most frequently. The interventionists much less frequently demonstrated guided practice, caregiver practice, and problem-solving behaviors. The use of joint interaction behaviors was positively associated with parent education levels, whereas the use of child-focused behaviors was negatively associated with parent education level. More information sharing by the interventionists predicted a greater change in parent responsiveness, whereas more child-focused behaviors predicted less change in parent responsiveness.

Parent-Сhild Interaction During Early Childhood: Comparative Analysis of Parent Responsiveness Profile Among Dyads with Typically and Atypically Developing Children

The paper presents the results of the empirical study that aims to build an average group profile of parent responsiveness (PR) for parents with typically and atypically developing children before 3 years of age and to compare average PR profiles between these groups. Seventy parents with typically developing children and 32 parents with atypically developing children (autism, Down syn- drome, intellectual disabilities) between 10 and 36 months of age participated in the present study. The first sample was divided into two sub-groups: parents with typically developing children younger than 12 months of age (infants), and parents with typically developing children between 12 and 36 months of age (toddlers). Parents with atypically developing children were set as one group. The study used the PATTERN technology that employs video observations. Parent responsiveness was assessed on 4 scales (Dominance, Apathy, Sensitivity, and Support); group and individual PR profiles were constructed according to these scales. Sample comparison was conducted using Student’s t-test and Mann-Whitney U test. It has been shown that the PR to typically developing children differs compared to atypically developing children. Parents of atypically developing children are more inclined to dominate and are also characterized by greater psychological apathy. The age of typically developing children influences the nature of PR.