USING THE RESPONSIBILITY TRANSFER TEACHING MODEL TO TRAIN PRIMARY CAREGIVERS OF CHILDREN AGED 0-2 WITH SUSPECTED AUTISM TO IMPLEMENT NATURAL CONTEXT TEACHING STRATEGIES

Abstract

This study investigated the efficacy of the Responsibility Transfer Teaching Model in training primary caregivers of toddlers (aged 0–2) suspected of autism to implement natural context teaching strategies at a family support center. Findings revealed that all three caregivers effectively applied these strategies during snack time but showed limited success in parent-child activities and free play. Home visits indicated that only one caregiver (Case 1) generalized skills to the home, while the others, facing socioeconomic or health challenges (e.g., schizophrenia, spatial constraints), used strategies sparingly. Post-intervention, two toddlers exhibited significant improvements in spontaneous language communication, including increased frequency, pragmatic functions (e.g., describing), and forms (e.g., words with gestures). A three-month follow-up showed only one family sustained gains, underscoring the need for tailored interventions. Future research should refine strategies for diverse family contexts and explore home-based models.