From Article to Action: Enhanced Milieu Teaching Strategies

2021 ◽  
pp. 109625062110454
Author(s):  
Camille Catlett
Keyword(s):  
Teaching Strategies ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

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

2018 ◽  
Vol 39 (2) ◽  
pp. 103-116 ◽  
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.

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 Effect of Enhanced Milieu Teaching on Vocabulary Acquisition for Korean American Children With Down Syndrome

2020 ◽  
pp. 002246692097345
Author(s):  
Sunyoung Kim ◽  
Veronica Y. Kang
Keyword(s):  
Down Syndrome ◽  
Linguistically Diverse ◽  
Korean American ◽  
Developmental Trajectory ◽  
Culturally And Linguistically Diverse ◽  
Children With Down Syndrome ◽  
Milieu Teaching ◽  
American Children ◽  
Korean American Children ◽  
Enhanced Milieu Teaching

Children with Down syndrome (DS) often exhibit delays in cognitive and linguistic development. In response to the increasing number of culturally and linguistically diverse populations with disabilities in the United States and need for evidence-based interventions with cultural adaptations, this study examined the effects of enhanced milieu teaching on targeted vocabulary acquisitions of four Korean American children with DS. Each child’s language preference, linguistic developmental trajectory, and preferred play themes/toys were considered as core methods of cultural adaptation. The results indicated that the use of targeted vocabularies increased among all children with DS and were maintained at higher levels than baseline. Implications for teaching language skills to culturally and linguistically diverse children with DS are discussed.

Enhanced Milieu Teaching: Incorporating AAC Into Naturalistic Teaching With Young Children and Their Partners

2013 ◽  
Vol 22 (1) ◽  
pp. 37-50 ◽  
Author(s):  
Ann Kaiser ◽  
Courtney Wright
Keyword(s):  
Young Children ◽  
Augmentative And Alternative Communication ◽  
Communication Systems ◽  
Intervention Strategy ◽  
Functional Communication ◽  
Alternative Communication ◽  
Milieu Teaching ◽  
Support Strategies ◽  
Naturalistic Teaching ◽  
Enhanced Milieu Teaching

Abstract Enhanced Milieu Teaching (EMT) is an evidence-based naturalistic intervention strategy that teaches functional communication and language skills in everyday interactions with partners. In this manuscript, we describe the key communication support strategies used in EMT and how individuals can use these strategies with augmentative and alternative communication systems. We also present strategies for teaching partners to use EMT with AAC in interactions with young children.

Enhanced Milieu Teaching

1994 ◽  
Vol 18 (3) ◽  
pp. 269-289 ◽  
Author(s):  
MARY LOUISE HEMMETER ◽  
ANN P. KAISER
Keyword(s):  
Milieu Teaching ◽  
Enhanced Milieu Teaching

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.

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