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KMID : 1037320130060020121
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Korean Journal of Infant Mental Health
2013 Volume.6 No. 2 p.121 ~ p.146
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A Case Study by Applying Responsive Teaching(RT) for a Five-year-old Boy with Developmental Delay
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Kim Ji-Hyun
Kim Ji-Shin
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Abstract
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This is a case study of a five-year-old boy who has development retardation. He was 35 months old when his parents brought him for therapy. He had difficulties in responding when his name was called and making eye contact. He also showed no interest in others and delayed language development. At the initial stage, therapy was focused on child-centered developmental play therapy and mother-child interaction therapy to enhance emotional stability of the child by releasing his anxiety and improve his development level by facilitating various interactions based on attachment relationship with his mother. Later, Responsive Teaching (RT) intervention was administrated to improve more responsive and sensitive interaction and communication ability. Parent counseling was also conducted to help his mother increase sensitivity and responsiveness and enhance secure attachment by understanding her child better and improve her psychological well-being by mitigating parenting stress. Through the RT intervention, the therapist provided feedback for his mother by involving her into the responsive interaction process to help her understand his needy child. The RT intervention of 22 sessions improved language development and interaction of the child and enhanced responsiveness and effectiveness of his mother’s behaviors. Above all, voluntary language expression and intentional communication of the boy were remarkably enhanced and effectiveness in joint attention and joint activity with others also increased. His mother’s sensitivity and responsiveness also changed evidently.
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KEYWORD
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developmental delay, Responsive Teaching
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