Research Support for Communicating Partners
|1.||An introduction to the parent–child relationship model (MacDonald and Carroll 1992).|
|2.||Systematic training in using the CP responsive strategies (balance, match, respond, share control, and emotional play) (MacDonald and Davidson 1992).|
|3.||Demonstration of the parent training process (MacDonald and Wilkening 1993).|
Each program began with the interaction goals of social play, imitation, and turn-taking. The central goal of the programs was to help the children interact and communicate more frequently with people who entered the child's experiences, using the responsive strategies. Consequently the programs were evaluated both in terms of the child's development as well as changes in the interaction skills of the parents.
A one-year study of 25 pre-school children and their parents was conducted at the Nisonger Center at the Ohio State University. All children exhibited severe social and communicative delays with marked autistic features, including social isolation, self-stimulation, preservation, and unconventional functional play. The study involved