Responsive Intervention with Parents and Children

Code:

MTP14

Acronym:

IRPC

Instance: 2015/2016 - 2S (since 15-02-2016 to 28-05-2016)

Active?	Yes
Responsible unit:	Psychology
Course/CS Responsible:	Master in Psychology Themes

Cycles of Study/Courses

Acronym	No. of Students	Study Plan	Curricular Years	Credits UCN	Credits ECTS	Contact hours	Total Time
MTP	13	Official Curricular Structure	1	-	6	54	162

Teaching language

Suitable for English-speaking students

Objectives

Goals

• Understand characteristics of developmental intervention based on a parental model
• Understand the concept of responsiveness
• Understand the fundamentals and principles of Responsive education model in promoting cognitive, socio-emotional skills and communication skills in children with developmental risk.
• Meet Responsive Education strategies and their role in promoting responsiveness
• Be able to identify responsive education strategies through observation of interactions between caregiver and child.

 

Learning outcomes and competences

Learn to identify the level of responsiveness skills interactions with children.

Know how to use some strategies proposed by responsive teaching model with children.

Understand and master the principles that guide the responsive intervention with parents and children

To master concepts related with the responsive education model

Working method

Presencial

Program

 

1. The intervention based on relationships as the basis of the model of Responsive teaching 
2. Characterization of Responsive teaching model

2.1 Components

2.2 Strategies

2.3 Goals of the intervention

2.4 Pivotal behaviors and their role in development

3. Implementation of Responsive Education in children with developmental problems.
4. Assessment of Responsiveness based on game situations in dyadic interaction

Mandatory literature

Mahoney, G. & MacDonald, J. ; Autism and developmental delays in young children: The Responsive Teaching curriculum for parents and professionals., PRO-ED, Austin: TX., 2007
Mahoney, G.J. ; Assimilative practice and developmental intervention. , International Journal of Early Childhood Special Education.

Complementary Bibliography

Mahoney, G. & Perales, F.; Developmental rainbow: Early childhood development profile., Case Western Reserve University, Cleveland, OH, 2005
Mahoney, G. & Nam, S. ; The parenting model of developmental intervention. In R.M.. Hodapp (Ed.), International Review of Research on Mental Retardation, 41., 73-125, New York, NY: Academic Press, 2011

Teaching methods and learning activities

Lectures
Discussion in small groups
Skills training
Watching videos

keywords

Social sciences > Psychological sciences > Psychology > Educational psychology
Social sciences > Psychological sciences > Psychology > Developmental psychology
Social sciences > Psychological sciences > Psychology

Evaluation Type

Distributed evaluation without final exam

Assessment Components

designation	Weight (%)
Participação presencial	30,00
Trabalho de campo	30,00
Trabalho escrito	40,00
Total:	100,00

Calculation formula of final grade

Students will accomplish a set of individual papers throughout semester that will be evaluated as follows, to obtain the final grade:
fFnal grade = grade on critical review of papers (60%) + grade on evaluation work of personal competency and knowledge (40%).
None of the partial values shall be less than 8 points.  
To pass students need to obtain a final classification not inferior to 10 points.

Special assessment (TE, DA, ...)

All students will be evaluated using the same calculation formula and identical components, althoug adjustments in time limits mqy occur for working students or with special needs. These should contact the teachers at the beginning of the semester.