(RT) is a, comprehensive parent-mediated intervention curriculum for children from birth to 6 years of age who have, or are at-risk for, child development and social emotional problems.
RT has been used successfully with children with a wide range of developmental problems or risks including:
Autism Spectrum Disorders
Developmental Delays with Unknown Etiologies
Infant Mental Health Disorders
Speech and Language Delays
Children who are Adopted
Children from Multi-Risk Families
RT was developed through the auspices of 11 multi year research and model demonstration projects that were awarded to the authors over the past 25 years from the Office of Special Education Programs of the United States Department of Education.
RT has several innovative features that make it ideally suited for contemporary early intervention, parent education, infant mental health and early childhood special education programs:
- Parent-Mediated – RT supports and enhances parents’ role in enhancing their children’s development and well-being. RT can be used as a comprehensive intervention model for program that work primarily with parents and their children or it can be used as the parent intervention component for programs that provide a wide array of services such as classroom or clinical based services.
- Contemporary Child Development Theory – RT procedures derived from research in parent child interaction with. The developmental learning model that RT is based upon is derived from Constructivist theories of cognitive development, Communication theories of language development, and Attachment Theory and other developmental theories of social emotional development.
- Transdisciplinary / Multidisciplinary Service Model - can be used by individuals or multidisciplinary teams including Teachers, Developmental Specialists, Speech Pathologists, Psychologists, Social Workers, Parent Educators, Nurses.
Research with Responsive Teaching indicates that after one year of weekly RT sessions 50 children with developmental problems, including autism and severe behavior disorders, attained dramatic increases in development:
60% - Cognition
167% - Expressive Language
138% - Receptive language
The 20 children who were diagnosed with autism and other severe behavior disorders also made significant improvement in their social emotional functioning:
21% - Self Regulation
28% - Social Competence
37% - Atypical Behaviors
(Mahoney & Perales (2005). Journal of Developmental and Behavioral Pediatrics)
Responsive Teaching was developed by Gerald Mahoney, Ph.D. and James MacDonald, CCC-SLP, Ph.D.