Parent Use of Enhanced Milieu Teaching Strategies

To Promote Child Communication

Samantha Rini
Kent State University, Special Education Early Intervention Certificate

Introduction Methods Results

Parent Strategy Use
• Early Intervention provides services to empower parents to create Settings: In the family home 9

Baseline Intervention

interactions that promote learning for infants or toddlers who have a Participants: 2 year-old male with a language delay and his mother
8

developmental delay or disability. 7

Study Design: Single-Subject A-B Design 6

• EI services help families learn to embed strategies into everyday 5

Frequecny
Teaching Sequence: Modeling
activities and routines. Turn-taking
• Teach about the strategies
4
Responsive feedback

• Parent modeled strategies, with feedback 3

• According to Wright & Kaiser (2017), parent-implemented EMT

• Provided parent with coaching through 2

showed positive results in the child’s target language and matched

a handout 1

turns.
• Reviewed with questions and reflection 0
0 1 2 3 4 5 6 7 8
Sessions
Study Procedures:
• According to Brown & Woods (2015), a triadic intervention strategy
• Three 10 minute baseline videos
yielded positive results in parent use of strategies and child Child Communication
• Coaching once a week, 1- hour session, 10
Baseline Intervention
increase in target language.
• All sessions video taped 9

• This study shows the effects of parent-implemented Enhanced

Independent Variable 7

milieu teaching in a triadic cycle of modeling, turn-taking, and 6

responsive feedback Modeling:

Frequency
Single word approx

• State at least one word label in

5
Gestures
Single word Spontaneous

response to the child’s action or

4
Single Word Prompted
Research Questions: 3

1. What are the effects of parent-implemented Enhanced Milieu item of interest

2

Teaching Strategies on a child’s communication skills? Turn – taking: 1

• modeling a word, phrase, or 0

0 1 2 3 4 5 6 7 8

2. What are the effects of coaching on caregiver implementation of action and pausing for 3-5 Sessions

the Enhanced Milieu Strategies? seconds for the child to initiate

an interaction again. Total Parent and Child Behaviors
15
Baseline
Responsive feedback: 14
Intervention

• Parent using specific praise when the child makes a communication

13

12

attempt. 11

Literature Review Responsive

10

Model Turn -Taking

Frequency
Research Questions Feedback 8

child composite
Author Results 7

6
parent composite

Hancock, T.B. & Kaiser, Changes in child language Positive development communication skills 5

A.P.(2002). targets, social communication in children. Increase in use of targets, 4

3
skills will be observed during the spontaneous use of targets, total 2
clinic application of EMT by utterance, spontaneous utterances 1

trained interventionists? Changed diversity of language

Child Dependent Variables 0
0 1 2 3 4 5 6 7 8
Will changes of child language Positive parent satisfaction Sessions

development be observed? Word Approximations:

Wright, C.A. & Kaiser, Training parents using the
A.P. (2017 TMCR result in parents using
EMT? Training parents TMCR
result in using EMT?
Parent-implemented EMT
changes children's language?
Brown, J.A. & Woods, Does KTTP with a triadic parent
J.J. (2015). coaching model increase the
parent's use of language
strategies? Does KTTP with
parents implementing
intervention strategies increase
children's use of targeted
language outcomes?
Parent training above criterion level • request or label an object or activity with vocalizations or letter sounds Discussion
Gestures:
Increase of matched turns, use of targets
• request an object or activity using physical motions related to • This study replicates the previous findings that EMT is effective
(signed/ spoken words)
communication
Matched turns increased and maintained • Replication of Teach, Model, Coach, Review was effective and is
Single Word: supported by parent fidelity of EMT
Mothers increase in use of responsive
and modeling strategies • Spontaneous/initiated: saying a single word with no prompt from parent.
Children increased in at least one of their In context or not in context with the activity or routine. • This study supports parent-implementation of strategies yields positive
targeted communication levels.
• Imitated/prompted: repeating parent word label or responding to parent child outcomes
prompt with a single word.
• Child showed increases with weekly sessions with a DS and student,
The contents of this poster were developed under a grant from the US Department of Education (DOE),
#H325K120174. However, those contents do not necessarily represent the policy of the US DOE, and you will switching to bi-weekly sessions change the results?
should not assume endorsement by the Federal Government.