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Unlocking Potential: The Power of Online Responsive Teaching for Children with Developmental Disabilities

Unlocking Potential: The Power of Online Responsive Teaching for Children with Developmental Disabilities

The COVID-19 pandemic has dramatically reshaped how we approach education and therapy, particularly for children with developmental disabilities. Traditional in-person interventions have faced significant challenges, making online alternatives not just necessary but transformative. A recent pilot study, titled Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study, provides compelling evidence supporting the efficacy of online Responsive Teaching (RT) interventions.

Why Online Responsive Teaching?

Responsive Teaching (RT) is a family-centered approach designed to enhance pivotal behaviors such as joint attention, cooperation, and affect. Traditionally delivered in person, RT has shown remarkable success in fostering developmental outcomes. However, the pandemic has underscored the need for accessible and effective online alternatives.

Key Findings from the Study

The study involved 23 parent-child dyads, focusing on children with developmental delays, autism spectrum disorder, and global delays. The online RT sessions, conducted via Zoom, included lectures on child development and RT strategies, followed by coaching sessions. Here are the key findings:

Practical Implications for Practitioners

For practitioners, these findings offer actionable insights:

Encouraging Further Research

While this pilot study provides promising results, further research is essential to validate these findings on a larger scale. Practitioners are encouraged to participate in or conduct additional studies to explore the long-term impacts of online RT interventions.

To read the original research paper, please follow this link: Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study.


Citation: Yeom, J. S., & Kim, J. (2024). Effectiveness of online responsive teaching in young children with developmental disabilities: a pilot study. Clinical and Experimental Pediatrics, 2713-4148. https://doi.org/10.3345/cep.2023.01662
Marnee Brick, President, TinyEYE Therapy Services

Author's Note: Marnee Brick, TinyEYE President, and her team collaborate to create our blogs. They share their insights and expertise in the field of Speech-Language Pathology, Online Therapy Services and Academic Research.

Connect with Marnee on LinkedIn to stay updated on the latest in Speech-Language Pathology and Online Therapy Services.

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