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Synthesis Table page 2 by: Kathy Supple

Citation Results Fidelity of


Implementation
Strengths Weaknesses Primary
Findings
Usability Overall Rating
Fey, M., Warren,
S., Brady, N.,
Finestack, L.,
Bredin-Oja, S.,
Fairchild, M.,
Sokol, S., &
Yoder, P. (2006).
Early Effects of
Responsivity
Education/Preling
uistic Milieu
Teaching for
Children With
Developmental
Delays and Their
Parents. Journal
of Speech,
Language, and
Hearing
Research, 49,
526-547.

Efficacy of PMT
and RE/PMT over
the short term (6
months for
example) is
supported. Also,
persistent efforts
to modify and
intensify this
intervention are
warranted to
further enhance
the outcomes for
children.
There was fidelity
in the
implementation
of the
intervention.
The children
receiving RE/PMT
were videotaped
once a month
and graduate
assistants who
were uninformed
about the
specific details of
the study or
goals viewed the
videos and they
were able to
accurately tell
when PMT was
being used as
well as the goals.
*treatment
group vs. no
treatment
group
*weekly
meetings by
investigators
to support
clinicians
*videotaping
of a session
for each child
once a
month for
review and
discussion
*use of
graduate
students to
view the
videos with
no
knowledge of
the study
*Possible
coder biases
because the
second
coder was
not always
unaware of
the child
group
assignments
, *sample
size of 51 is
small,
*effects of
PMT were
reported
even when
another
intervention
may have
been
happening
at the same
time, and
*the study
provides no
example of
how
children
performed
after
intervention
RE/PMT can be
applied
clinically with
medium size
effects on the
childs rate of
intentional
communication
after 6 months.
I believe this type of
intervention could
easily be used in the
home. I like the use
of RE along with
PMT especially since
the parent is the
number one teacher
and the person
embedding the
intervention into
daily routines in
natural
environments.
*****
Synthesis Table page 2 by: Kathy Supple

Fey, M., Yoder,
P., Warren, S., &
Bredin-Oja, S.
(2013). Is More
Better? Milieu
Communication
Teaching in
Toddlers With
Intellectual
Disabilities.
Journal of
Speech,
Language, and
Hearing
Research. 56,
679-693.
High intensity
MCT is less than
desired for
children who do
not have positive,
meaningful play
skills, however
children who have
meaningful play
skills with a wide
variety of toys
may benefit from
larger doses of
MCT weekly.
Fidelity of
implementation
is valid because
the clinicians
successfully
delivered the
intervention at
the planned
dose, frequency,
and duration.
*clinicians
were
supervised
twice
monthly with
one session
being
videotaped
*9 month
intervention
*samples
were coded
by 2 teams of
trained
coders who
did not know
participant
group
assignment.
*No control
group (no-
treatment
group)
*only 2
levels of
intensity (HI
and LI)

More MCT is
not always
better for all
children. If the
children have
meaningful
play skills and
interest in
objects then
increasing MCT
may have a
moderate
effect on
outcomes.
I can see where
parts of this study
are useful and I
would implement
the strategies,
however, for
intervention only
purposes I believe 5
times a week is
excessive and
doesnt give the
power to the
parents as does
coaching.
***
Hancock, Terry &
Kaiser, Ann
(1996). Siblings
Use of Milieu
Teaching at
Home. Topics in
Early Childhood
Special
Education, 16 (2),
168-190.
The outcomes
were measured
once a month for
three consecutive
months after
termination of the
intervention
phase. Also,
parents and
siblings were
interviewed 1 year
after their
participation in
this study.
All 3 parents
reported sibling
involvement in
interventions
resulted in
positive, long-
lasting changes in
both children. All
3 siblings
reported they
learned their
brothers
competencies.
The effects of
siblings
applications
of milieu
teaching
(modeling
and man-
model) were
similar to
parents,
teachers, and
teaching
assistants
were trained.
All
techniques
of milieu
teaching
were not
utilized
because of
the age of
the sibling.
All 3 children
showed an
increase in the
frequency of
total target use
(spontaneous
and
prompted).
This would help my
practice by
providing me with
strategies to offer
parents that they
can use during daily
routines while
including siblings in
natural
environments.

Kaiser, A., & Parents of young Fidelity was high There was a Clinical Parents who I can absolutely use ***
Synthesis Table page 2 by: Kathy Supple

Roberts, M.
(2013). Parent-
Implemented
Enhanced Milieu
Teaching With
Preschool
Children Who
Have Intellectual
Disabilities.
Journal of
Speech,
Language, and
Hearing
Research. 56,
295-309.
children with
intellectual
disabilities can
learn, generalize,
and maintain
naturalistic
teaching
strategies with
their children.
for therapists use
of EMT strategies
and for all parent
training
variables.
Fidelity for
parent feedback
in the clinic was
low possibly due
to the children
wanting to leave
the clinic room at
the end of
sessions not
providing the
therapist with
enough time to
summarize the
session.
large number
of
participants,
majority of
participants
participated
in a 12
month follow
up,
generalizatio
n from clinic
to home.
setting,
limited
diversity in
the
population,
parents
were highly
educated
and middle
class, and
testers
knew the
procedures
of the study
and the
condition
the parents
and children
were
assigned.
received the
EMT training
increased their
use of
responsive
interaction,
expansions,
language
modeling, and
MT prompts.
Parents use of
MT strategies
had a positive
impact on their
children. Also,
parents can
learn to
generalize and
maintain their
use of
naturalistic
teaching
strategies with
their children.
some of the
strategies provided
in this study such as
environmental
arrangement,
responsive
interaction,
modeling language
targets, and
expanding language
by modeling them,
coaching them, and
encouraging parents
to utilize them while
I provide feedback
to parents in home
visits.
Togram, B., &
Erbas, D. (2010).
The Effectiveness
of Instruction on
Mand Model-One
of the Milieu
Teaching
Techniques.
Eurasian Journal
of Educational
A training
program is
effective in
teaching
participants to
conduct mand-
model procedure
in a classroom
utilizing group
seminar,
High fidelity
All sessions were
video taped for
reliability and
watched/coded
by a researcher.
Training
sessions for
the teacher
was one-to-
one setting,
literature
review was
completed
prior to this
study to find
One teacher
working
with 3
students,
time
limitations
caused the
findings to
not be
generalized,
All participants
showed
progress
following
training. Also,
the training
program
developed to
teach mand
model is
I can see early
intervention
specialist utilizing
this strategy to
coach parents on
the mand model
that is useful in
encouraging their
childs
communication.
**
Synthesis Table page 2 by: Kathy Supple

Research. 38,
198-215
individual
meetings, video
demonstrations,
and performance
feedback.
strength in
teachers
utilizing
milieu
teaching.
also the
same target
words were
used for all
children so
again no
generalizati
on.
effective and
participants
need training
to teach it
correctly.
Yoder, P., &
Warren, S.
(2002). Effects of
prelinguistic
Milieu Teaching
and Parent
Responsivity
Education on
Dyads Involving
Children With
Intellectual
Disabilities.
Journal of
Speech,
Language, and
Hearing
Research. 45,
1158-1174.
Results varied
among children in
regards to
responsivity
education/preling
uistic milieu
teaching. Some
children
accelerated
growth in
communication,
however, others
decelerated
growth. Due to
the varied
findings, the
authors suggested
linguistic goals for
children who are
using comments
often and children
with few
comments may be
best served by
prelinguistic goals.
Low fidelity due
to low reliability
possibly
stemming from
the low
variability of
participants and
one participant
possibly mis-
scoring the form
on at least one
occasion.
Control
group vs.
RPMT group,
sessions
were
videotaped
and coded.
Intervention
happened in
the childs
classroom
and if a child
missed a
session it
was not
made up.
Coders and
examiners
were not
blind to
treatment
assignment
so there is a
high
probability
of bias.
The RPMT
treatment
accelerated
how often
children
initiated
requests and
comments.
Although the
findings were
different with
different children,
there are some
great strategies here
that could be of
value to an early
intervention
practitioner (for
example:
environmental
arrangement where
a gaze shift is okay
for a requestbut
once that is
mastered then
modeling reaching
or giving).
***

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