Milieu Teaching | ScienceGate

Purpose The intersection of treatment intensity and communication intervention is an emerging area of investigation. Milieu teaching (MT) approaches for teaching communication skills to children with autism spectrum disorder (ASD) have a substantial evidence base (see Goldstein, 2002). However, a relatively small percentage (37.8%) of MT studies have fully detailed the parameters that are required to determine treatment intensity (Parker-McGowan et al., 2014). This study compared the effect of two dosages of the modeling component of milieu teaching on acquisition and maintenance of new vocabulary for two preschoolers with ASD. Method Low- and high-dosage conditions were compared within an adapted alternating treatments design. Participants were two preschool-age children with ASD. Results Results suggested a functional relationship between dose of MT models and acquisition of vocabulary items. For 1 participant, a high-dose application yielded more efficient acquisition. For the second participant, a low-dose application yielded more efficient acquisition. Conclusion The results of this study highlight the influence of individual differences in ostensibly similar persons and response to intervention. The need for better quantifying dosage parameters and examining the relationship between dosage and intervention approaches for preschool-age learners with ASD is discussed.

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The Relation Between Teacher Vocabulary Use in Play and Child Vocabulary Outcomes

Topics in Early Childhood Special Education ◽

10.1177/0271121418812675 ◽

2018 ◽

Vol 39 (2) ◽

pp. 103-116 ◽

Cited By ~ 2

Author(s):

Ragan H. McLeod ◽

Ann P. Kaiser ◽

Jessica K. Hardy

Keyword(s):

Head Start ◽

Vocabulary Instruction ◽

Vocabulary Development ◽

Book Reading ◽

Descriptive Data ◽

Teacher Strategies ◽

Preschool Classroom ◽

Milieu Teaching ◽

Head Start Teacher ◽

Enhanced Milieu Teaching

Although extensive research exists on vocabulary instruction during book reading in preschool classroom, comparatively little research has been conducted on vocabulary exposure in classroom play contexts and child vocabulary outcomes. The purpose of this study was to examine Head Start teacher and child vocabulary use in dyadic play sessions and the relation between teachers’ vocabulary use and children’s vocabulary outcomes. One Enhanced Milieu Teaching (EMT) session for each of 53 teacher–child dyads was transcribed and coded for teacher use of target and sophisticated vocabulary, use of teacher strategies to support vocabulary development, and child use of vocabulary. Descriptive data indicate variability for both teacher and child vocabulary use in the play sessions. Both teacher total number of vocabulary words and vocabulary supports were significantly related to child vocabulary use within sessions. Implications for practice are discussed.

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Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3601.83 ◽

1993 ◽

Vol 36 (1) ◽

pp. 83-97 ◽

Cited By ~ 78

Author(s):

Steven F. Warren ◽

Paul J. Yoder ◽

Gail E. Gazdag ◽

Kyoungran Kim ◽

Hazel A. Jones

Keyword(s):

Communication Skills ◽

Multiple Baseline ◽

Single Subject ◽

Classroom Teachers ◽

Baseline Design ◽

Intervention Approach ◽

Vocal Imitation ◽

Milieu Teaching ◽

Prelinguistic Communication ◽

Stimulus Materials

Very little research has focused on the development and evaluation of intervention strategies designed to facilitate the acquisition of prelinguistic communication skills. We conducted two experiments to determine the effects of a milieu teaching approach on the acquisition and generalization of specific prelinguistic communication skills. In the first experiment, we utilized this intervention approach within a multiple baseline design to teach prelinguistic requesting, commenting, and vocal imitation to a single subject with Down syndrome and language delay. The results indicated that the intervention approach was effective at facilitating the child’s use of these skills within the treatment setting. Therefore, in the second experiment we conducted a more comprehensive analysis of this approach with 4 subjects with mental retardation. Three of these subjects were taught to request, and 1 subject was taught both to request and to comment. The effects were experimentally evaluated with multiple baseline across subjects design. The results indicated that the intervention was effective in eliciting the intervention targets within the training setting for all 4 subjects. All 4 subjects showed evidence of generalization across stimulus materials, setting, teachers, and interaction style. There was also evidence of reciprocal effects on how classroom teachers in the generalization setting interacted with the subjects as a result of changes in the child’s communication behavior.

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Generalized Effects of Enhanced Milieu Teaching

Journal of Speech Language and Hearing Research ◽

10.1044/jshr.3706.1320 ◽

1994 ◽

Vol 37 (6) ◽

pp. 1320-1340 ◽

Cited By ~ 72

Author(s):

Ann P. Kaiser ◽

Peggy P. Hester

Keyword(s):

Preschool Children ◽

Language Skills ◽

Language Intervention ◽

Multiple Baseline ◽

Language Delays ◽

Multiple Baseline Design ◽

Baseline Design ◽

Preschool Classrooms ◽

Milieu Teaching ◽

Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

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Increasing Math Milieu Teaching by Varying Levels of Consultation Support: An Example of Analyzing Intervention Strength

Journal of Behavioral Education ◽

10.1007/s10864-014-9200-1 ◽

2014 ◽

Vol 24 (1) ◽

pp. 112-132 ◽

Cited By ~ 3

Author(s):

Richard T. Marsicano ◽

Julie Q. Morrison ◽

Sally C. Moomaw ◽

Nathan M. Fite ◽

Courtney M. Kluesener

Keyword(s):

Milieu Teaching

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The Effects of Group Training and Individual Feedback on Parent Use of Milieu Teaching

Journal of Childhool Communication Disorders ◽

10.1177/152574019501600206 ◽

1995 ◽

Vol 16 (2) ◽

pp. 39-48 ◽

Cited By ~ 25

Author(s):

Ann P. Kaiser ◽

Mary Louise Hemmeter ◽

Michaelene M. Ostrosky ◽

Cathy L. Alpert ◽

Terry B. Hancock

Keyword(s):

Group Training ◽

Milieu Teaching ◽

Individual Feedback

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Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review

Language Speech and Hearing Services in Schools ◽

10.1044/2014_lshss-13-0087 ◽

2014 ◽

Vol 45 (4) ◽

pp. 351-364 ◽

Cited By ~ 11

Author(s):

Quannah Parker-McGowan ◽

Mo Chen ◽

Joe Reichle ◽

Shivani Pandit ◽

LeAnne Johnson ◽

...

Keyword(s):

Developmental Disabilities ◽

Single Case ◽

Full Range ◽

Total Duration ◽

Treatment Intensity ◽

Teaching Intervention ◽

Dose Frequency ◽

Empirical Examination ◽

Milieu Teaching ◽

Children With Developmental Disabilities

Purpose This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007) to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention intensity) was reported in the located empirically based applications with learners between birth and 23 years of age. Method A systematic search located existing studies that implemented a milieu teaching intervention for children with developmental disabilities. Dosage data were then extracted from 42 studies along with study characteristics and participant characteristics. Results Only 37.8% of empirical investigations provided a clear definition of treatment intensity and reported the full range of dosage parameters, thus making it difficult to compare the results across investigations. Of the investigations that reported on all dosage parameters, the majority were single-case design as opposed to group design studies. Conclusions Given the limited reporting of dosage parameters in existing studies, there is a need for closer attention to reporting this information in early communication intervention protocols. Replication and customization of interventions for learners experiencing developmental disabilities will only be possible with additional empirical examination of dosage parameters.

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