Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
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.

The Effects of Mands and Models on the Speech of Unresponsive Language-Delayed Preschool Children

1984 ◽  
Vol 49 (1) ◽  
pp. 43-52 ◽  
Author(s):  
Steven F. Warren ◽  
Ralph J. McQuarter ◽  
Ann K. Rogers-Warren
Keyword(s):  
Preschool Children ◽  
Verbal Behavior ◽  
Treatment Effects ◽  
Free Play ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Mean Length Of Utterance ◽  
Intervention Condition

The effects of the systematic use of mands (non-yes/no questions and instructions to verbalize), models (imitative prompts), and specific consequent events on the productive verbal behavior of three unresponsive, socially isolate, language-delayed preschool children were investigated in a multiple-baseline design within a classroom free play period. Following a lengthy intervention condition, experimental procedures were systematically faded out to check for maintenance effects. The treatment resulted in increases in total verbalizations and nonobligatory speech (initiations) by the subjects. Subjects also became more responsive in obligatory speech situations. In a second free play (generalization) setting, increased rates of total child verbalizations and nonobligatory verbalizations were observed for all three subjects, and two of the three subjects were more responsive compared to their baselines in the first free play setting. Rate of total teacher verbalizations and questions were also higher in this setting. Maintenance of the treatment effects was shown during the fading condition in the intervention setting. The subjects' MLUs (mean length of utterance) increased during the intervention condition when the teacher began prompting a minimum of two-word utterances in response to a mand or model.

The Efficacy of Script Contexts in Language Comprehension Intervention With Children Who Have Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 845-857 ◽  
Author(s):  
Young Tae Kim ◽  
Linda J. Lombardino
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Language Comprehension ◽  
Treatment Effects ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Alternating Treatments Design ◽  
Comprehension Intervention

This study was designed to investigate the effects of script-based and nonscript-based treatment on the language comprehension of 4 preschool children with mental retardation. An alternating treatments design (ATD) in combination with a multiple baseline design was used to evaluate treatment effects. Treatments were comprised of three script routines and three nonscript activities. Two semantic constructions were selected for training and counterbalanced across subjects and treatments. Daily probes were administered to assess the effects of the treatments. The script-based treatment was more effective than the nonscript treatment in facilitating comprehension of the targeted semantic constructions in 3 of the 4 subjects.

Teaching Parents Enhanced Milieu Teaching With Words and Signs Using the Teach-Model-Coach-Review Model

2016 ◽  
Vol 36 (4) ◽  
pp. 192-204 ◽  
Author(s):  
Courtney A. Wright ◽  
Ann P. Kaiser
Keyword(s):  
Parent Training ◽  
Single Case ◽  
Functional Relation ◽  
Multiple Baseline ◽  
Evidence Based Practices ◽  
Baseline Design ◽  
Milieu Teaching ◽  
Review Model ◽  
Communication Interventions ◽  
Enhanced Milieu Teaching

Measuring treatment fidelity is an essential step in research designed to increase the use of evidence-based practices. For parent-implemented communication interventions, measuring the implementation of the teaching and coaching provided to the parents is as critical as measuring the parents’ delivery of the intervention to the child. Both levels of measurement are important in translating research into effective practice. In a single-case multiple-baseline design, the effectiveness of the teach-model-coach-review model for teaching Enhanced Milieu Teaching (EMT) Words and Signs to parents of young children with Down syndrome was evaluated. Implementation of parent training was completed with high fidelity. In addition, there was a functional relation between the implementation of the parent training and parents’ use of the specific EMT intervention strategies. The findings of this study replicate and extend previous studies suggesting systematic teaching and coaching can be effective in improving parent use of naturalistic communication strategies.

Using Direct Instruction: Teaching Preposition Use to Students With Intellectual Disability

2015 ◽  
Vol 46 (3) ◽  
pp. 194-206 ◽  
Author(s):  
S. Christy Hicks ◽  
Christopher J. Rivera ◽  
Charles L. Wood
Keyword(s):  
Elementary School ◽  
Intellectual Disability ◽  
Elementary School Students ◽  
Direct Instruction ◽  
Explicit Instruction ◽  
Language Skills ◽  
Multiple Baseline ◽  
Language Delays ◽  
School Students ◽  
Baseline Design

Purpose Students with intellectual disability often struggle with significant language delays or impairments and can require explicit instruction in language skills. The purpose of this study was to investigate the effects of direct instruction on the use of and response to prepositions by 3 elementary school students with intellectual disability. Method A multiple-baseline design across prepositions was used in this study with replication across students. Results Results of this study found that students were able to use and respond to prepositions consistently after receiving direct instruction on each of the 3 target prepositions. Furthermore, all 3 students demonstrated maintenance and generalization of the prepositions. Conclusion These results have implications for practice that could influence preposition acquisition for students with intellectual disability, providing educators with a simple, efficient instructional approach.

Parent-Implemented Language Intervention for Teaching Enhanced Milieu Teaching Strategies to Parents of Low-Socioeconomic Status

2019 ◽  
Vol 42 (2) ◽  
pp. 122-142
Author(s):  
Allison Hatcher ◽  
Judith Page
Keyword(s):  
Low Socioeconomic Status ◽  
Child Language ◽  
Single Case ◽  
Language Intervention ◽  
Language Outcomes ◽  
Baseline Design ◽  
Low Socioeconomic ◽  
Language Support ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

In this study, the authors examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language delay. Parents were taught to use the following EMT strategies during eight to 10 individualized, home-based sessions: matched turns, expansions, time delays, and milieu teaching prompts. A single-case, multiple-baseline design across behaviors replicated across four parent/child dyads was used to evaluate the parents’ use of the EMT strategies. Child language outcomes were also assessed using pre- and post-intervention language samples. All parents learned and demonstrated use of each language support strategy to set criterion levels. Results from this study indicated a functional relationship between the brief parent-implemented language intervention training and parents’ use of language support strategies. In addition, all four children demonstrated gains in expressive language. Additional research is needed to assess fidelity and dosage of parents’ use of strategies on specific child language outcomes and to determine how to facilitate maintenance of parents’ use of strategies over time.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Stimulus Generalization Using Nonvisual Stimuli with a Student Who Has Autism Spectrum Disorder and Visual Impairment

2021 ◽  
Vol 115 (2) ◽  
pp. 121-133
Author(s):  
Robin Arnall ◽  
Yors Garcia ◽  
Annette K. Griffith ◽  
Jack Spear
Keyword(s):  
Visual Impairment ◽  
Private School ◽  
Sensory Input ◽  
Language Skills ◽  
Autism Spectrum ◽  
Multiple Baseline ◽  
Stimulus Generalization ◽  
Baseline Design ◽  
Tactile Stimuli ◽  
Low Levels

Introduction: The main objective of this study was to determine whether stimulus symmetry, or untaught generalized relations among stimuli, could be demonstrated using audio and tactile stimuli (i.e., nonvisual). Methods: A modified alternating treatment within a concurrent multiple baseline design across nonvisual stimulus sets (i.e., tactile and audio) was implemented with Zach, an 11-year-old male diagnosed with autism and visual impairment, to teach two relations (sound–touch and sound–label) among stimuli. Following training, the researcher tested whether Zach could identify stimuli through an untaught relation (touch–label). The study presented here required a week to complete and was conducted at a private school for individuals with behavioral concerns. Results: During baseline, Zach demonstrated low levels of correct responses (average of 7% across all relations) for all skills. In the training phase (for only two of the three targeted skills, sound–touch and sound–label relations), Zach demonstrated proficiency for most stimuli used in the sets (average of 61% across relations). Finally, in the testing phase (the untaught touch–label relation), Zach demonstrated high levels of generalized acquisition (89%). Discussion: Results indicated that the procedure used in this study could be generalized to novel populations, including those with visual impairments, and that different forms of sensory input could be used, including auditory and tactile-based teaching. Implications for practitioners: Individuals working with learners with differing levels of visual impairment could utilize the demonstrated procedure to associate types of stimuli, using methods other than visual input. The procedure outlined would benefit a population that may require assistance with developing language skills but who also may have difficulties using common visual stimuli.

Multiple baseline design

TVZ ◽  
2021 ◽  
Vol 131 (1) ◽  
pp. 52-53
Author(s):  
Katrien Cuyvers
Keyword(s):  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design

Facilitating Prelinguistic Communication Skills in Young Children With Developmental Delay

1993 ◽  
Vol 36 (1) ◽  
pp. 83-97 ◽  
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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