Abstract

This study estimates the effect of Relationship Focused Intervention on the cognitive and language, and Pivotal Developmental Behavior of children with developmental disabilities. A sample of 45 children and their parents were participated in early intervention. They had received Responsive Teaching(RT) Intervention as Relationship Focused Intervention for one year. The results indicated that RT intervention positively changed mother's Responsiveness and Affect interactive styles. Futhermore, it was significantly related to the increased children's cognitive and language development as well as children's pivotal developmental behavior. Particularly, increase in mother's Responsiveness style was associated with increase in children's Pivotal Behavior, and increase in child's Pivotal Behavior was effective at promoting children's developmental functioning. Pivotal Behavior should be recognised as an intervention objective in order to promote the cognitive and language development of children with developmental disabilities.