Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study 

Clin Exp Pediatr Vol. 67, No. 6, 303–311, 2024 

Jung Sook Yeom, MD, PhD, 

Department of Pediatrics, Gyeongsang National University of Hospital, Jinju, Korea; Gyeongsang National University School of Medicine, Gyeongsang Institute of Health Sciences, Jinju, Korea

Jeongmee Kim, PhD

Department of Child Psychotherapy, The Graduate School of Hanyang University, Seoul, Kore

Abstract  

Background: Responsive teaching (RT) interventions, which enhance developmental outcomes by improving children's engagement behaviors, are traditionally deliver ed in person. However, the coronavirus disease 2019 pandemic complicated this approach. 

Purpose: This study aimed to evaluate the efficacy and acceptance of online RT in children with developmental disabilities and their parents. 

Methods: This pilot study was conducted in Jinju, South Korea, and enrolled parent-child dyads referred to Gyeong sang National University Hospital for develop mental con cerns between April and September 2022. The children underwent a comprehensive developmental evaluation. The parents received a 5-session RT interven tion via ZOOM on a mostly weekly basis. The first 2 sessions involved child development and RT lectures, while the others involved coaching on 3 of the 66 RT strategies. Problem behaviors, parent-child interactions, and parenting stress were assess ed pre- versus postinter vention using the Korean versions of the Child Behavior Checklist, Maternal/Child Behavior Rating Scale, and Parent Stress Index 4th Edition Short Form, respectively. Acceptability was evaluated using a self administered questionnaire. 

Results: Of the 30 recruited parent-child pairs, 23 (76%) completed the intervention and assessments. The children (mean age, 2.66±0.86 years) included 12 with language delays, 7 with autism spectrum disorder, and 4 with glo bal delays. Predominantly mothers (96%) participated. Online RT significantly improved pivotal behaviors—in cluding joint attention (P=0.04), cooperation (P=0.01), and affect (P=0.01)—and reduced overall problem beha viors (P=0.04). Parents reported less parenting stress (P=0.01), improved interactive behaviors with increased responsiveness (P<0.01), and decreased directiveness (P< 0.01). High satisfaction with online RT interventions was also previously reported 

Conclusion: These findings suggest that online RT can improve children’s emotional and behavioral outcomes and maternal interaction styles and reduce parenting stress, offering accessible interventions amid challenges such as limited access and pandemics. 

Key words: Internet-based intervention, Developmental disabilities, Infant, Mother-child relations