Synthesis Table: Milieu Teaching Name: Anna Faust

Author/ Citation Research Question Participa Settings Implementers Independent Variable Dependent Variable Results Social Validity/Usability
nts
Christensen-Sandfort, R. 1)Do teacher- Three Conducted The milieu teaching: an spontaneous This study demonstrated that Milieu strategies are a cost-
J., & Whinnery, S. B. implemented milieu children in a classroom instructional intervention occurrences of the milieu teaching increased effective communication
(2013). Impact of Milieu teaching strategies ages 2-5 preschool teacher who targeting communication communication spontaneous speech in three intervention for young children
Teaching on incorporated throughout classroom had 13 years deficits among children targets: defined as children with ASD providing supporting current recommended
Communication Skills of typical classroom for children of total with disabilities and those child-initiated additional evidence for the use practice
Young Children with routines in an ECSE aged 4-5. classroom from at-risk environments. communication of milieu strategies to teach that emphasizes natural
Autism Spectrum classroom positively experience. The strategies included: occurring in communication skills to environments and the importance
Disorder. Topics in impact the Services She was in the absence of a model individuals with disabilities. of generalization.
Early Childhood Special communication skills of were her third (a) modeling: first or mand-model within
Education, 32(4), 211– young children with provided for year teaching establish joint attention an
222. ASD? 4 hours an ECSE then presents a verbal or instructional sequence.
daily, 4 days classroom for gestural model related to
2) Will improvements in a week, and 4- and 5-year- the student’s interest. If the
the communication skills 180 days per old child imitates the model, An instructional
of young children with year. children with immediate social praise sequence included:
ASD generalize to novel varying and the desired object or (a) the presentation of
activities? disabilities. activity are presented to the materials with or
child. If the child fails to without a prompt,
3) Will improvements in Training in imitate the model, a second (b) a response, no
the communication skills the four model and opportunity to response, or incorrect
of young children with milieu respond are provided. response, and
ASD be maintained over strategies was Another incorrect response (c) delivery of mate
time? provided to results in corrective rials with or without
the classroom feedback and immediate corrective feedback.
teacher based delivery of the desired
on previously object or activity
documented
procedures (b) mand-model:
encourage generalization
and functional use of an
emerging target skill. After
noting child interest, the
child is presented with a
verbal mand (e.g., “Tell me
what you want”). A correct
response is followed by
social praise and access to
the preferred object or
activity. An incorrect
response is followed by a
second mand, if the
student’s attention is high,
or a model, if the student’s
interest is waning. If the
child fails to
respond appropriately after
the second model or mand,
corrective feedback is
given followed by social
praise and access to
the desired object or
activity. 

(c) time delay: respond to

child’s interest in an
activity or object by
pausing for 5 seconds prior
to implementing a model
or mand-model procedure.
A correct response results
in immediate praise, verbal
expansion, and access to
the desired object or
activity. An incorrect
response is followed by the
mand-model procedure, if
interest is high, or the
model procedure, if interest
is waning and the student
is unlikely to know the
response.

(d) incidental  teaching:

emphasizes student
requests. With this
strategy, the teacher
carefully structures the
environment to encourage
student requests. For
example, if a child has
shown interest in a
particular toy, the teacher
ensures that the toy is
present during a
preselected activity. Then
if a child demonstrates
interest in obtaining an
 object or activity, the
teacher implements
an appropriate milieu
strategy: modeling, mand-
model, or time delay. 
Kaiser, A. P., Hemmeter, 1) How much training eight Two settings Three graduate Environmental children’s acquisition Results suggest that parents can Short-term training in a
M. L., Ostrosky, M. M., would be needed for parent- were used students trained Arrangement Strategies: of specific learn some basic Milieu workshop format may have a
Alpert, C. L., & parents to child dyads for the parents to use 1) materials of interest – communication Teaching skills in a short-term positive impact on parents’
Hancock, T. B. (1995). learn the four Milieu current Milieu make materials available targets: group instruction format. strategies for teaching language,
The Effects of Group techniques to criterion each child study. Teaching that are of interest to the such training is not sufficient
Training and Individual levels of had a Parents were child total child Long term implementation of for parent mastery of the
Feedback on Parent Use performance? developme trained in Then the 2) within view and out of communication the Milieu procedures was techniques or for consistent
of Milieu ntal groups in a parents reach – place some attempts (verbal and required before systematic effects on children’s language to
Teaching. Journal of 2) How much parent disability conference implemented materials within the child’s nonverbal initiations changes in child learning of be observed.
Childhool progress toward criterion and ranged room at the the intervention views but out of his reach and responses), child targets were observed for most
Communication performance could be in age Regional to the children 3) assistance – provide use of targets, and child children.
Disorders, 16(2), 39–48. accomplished during from 23 to Intervention materials that the child responses to parent
short term 46 months Program needs assistance to operate teaching attempts.
training using a group (RIP), a 4) inadequate portions –
format? Parent family provide small portions so
subjects behavioral the child will need to
3) What effects on child included intervention request additional materials
language performance four program 5) sabotage – do not
would be observed mothers from which provide all of the materials
during the period of and one the families a child needs to complete
training parents to father, were an activity or to follow an
criterion performance? ages 25 recruited instruction
through 34. for the 6) protest – do something
current that the child does not want
study. The you to do
conference 7) silly situations – create
room a situation that violates a
contained a child’s expectations
large
table and Milieu Language
chairs, a Teaching Procedures:
video Model procedure – present
monitor, model related to focus of
tape deck, child’s interest
and a
chalkboard. Time Delay procedure –
after presenting delay
correct child response
receives praise

Mand Model Procedure –


Aktaş, B., & Ciftci- 1)Is the parent training
Tekinarslan, I. (2019). program effective in
The Effectiveness Of enabling Nur, Gül and
Parent Training A Oya to acquire, use and
Mothers Of Children maintain the mand-
With Autism Use Of model procedure even
Mand Model after the training is over?
Techniques. Internation
al Journal of Early 2)Is the parent training
Childhood Special program effective in
Education. enabling
Ali, Efe and Ege to learn
the designated target
words?
3) What is the opinion of
mothers regarding the
effectiveness of the
parent training program?
present mand related to
child’s focus
Incidental teaching
procedure - teach more
elaborate
language/communication
Three interviews The mothers The parent training Two dependent The findings of the study The mand-model procedure could
children were held in program: variables: suggest that the parent training be used to teach various different
diagnosed the program prepared with the aim skills to children and help develop
with ASD individual 1) frequency of correct use 1) the frequency of of teaching mothers the mand- children’s language skills.
and with training of the mand-model correct use of model procedure was in fact
limited rooms of procedure by the mothers the mand-model effective in achieving the
expressive the Special of children with ASD who procedure by the intended language goals
language Training and possess limited expressive mothers
skills and Rehabilitatio language skills. of children with ASD
their n who possess limited
mothers. Center, 2) the percentage ratio of expressive language
the children with ASD to skills.
implementat produce the targeted
ion of words. 2) the percentage ratio
the study of the children with
took place at The mand model ASD to produce the
the mothers’ procedure: targeted words.
homes. Makes the necessary
environmental
arrangements for initiating
the interaction in which the
intended skill is to be
taught, a) It chooses
objects that are
appropriate for the child's
age, loved, and
remarkable; b) Makes
objects incomprehensible;
c) Give it in a limited
amount; d) It offers a
choice; e) It creates
amazing situations; f)
creates situations that she
might want help with.
2. Watches the child and
establishes a
mutual interest with the
 object in which
the child is interested,
3. Elicits response from the
child
4. Broadens the child’s
vocabulary by adding new
words to the correct
responses provided by the
child and com-
mends and rewards the
child as a result

of his efforts,

5. Serves as a model for

the erroneous responses
provided by the child and
asks for corrective
responses instead,
6. Broadens the child’s
vocabulary by adding new
words to the correct
responses provided by the
child and com-
mends and rewards the
child as a result of his
efforts.
Lane, J. D., Ledford, J. When a multi- Two Sessions There was Parent Behaviors: Child behaviors: This intervention produced Coaching model may be effective
R., Shepley, C., Mataras, component brief parent– took place in coach who (a) narration - Correct (a) vocal immediate changes in parent in increasing
T. K., Ayres, K. M., & coaching model is used child dyads a small taught parents narration referred to the communicative behavior, with variable parents’ use of naturalistic
Davis, A. B. (2016). A during parent– were playroom at what to parent using one to two responses (VCR) - any effects regarding maintenance strategies with their child with
Brief Coaching child play sessions, will recruited a university implement words to name either the sounds emitted by a of previously mastered ASD during play-based sessions.
Intervention for parents increase their as part of an object being manipulated child within 5 s of a behaviors.
Teaching Naturalistic accurate use of outreach or the action that described parent cue or prompt, This model provides practitioners
Strategies to naturalistic strategies? clinic movement by their child which included a a relatively rapid method for
Parents. Journal of Early specializing Examples included car and secondary indicator of training parents to implement
Intervention, 38(3), 135– in ABA push car. meaning naturalistic, evidence-based
150. strategies.
(b) imitation - Correct Non-examples
imitation involved the
parent reproducing their included vocal
child’s play actions with stereotypy (i.e.,
same, repetition of a sound of
similar, or pretend string of sounds) and
materials. sounds emitted

(c) environmental
arrangement and
responding (EAR) - parent
controlling access to
preferred items or activities
about once per min and
then responding to their
child’s requests when they
occurred. Steps for EAR
included (a) controlling
access to materials, (b)
waiting up to 3 s or child to
vocalize, (c) providing a
one-word model if he
seemed interested but did
not vocalize, (d) waiting up
to 3 s for him to vocalize,
(e) giving him access to the
toy while saying the target
word after 3 s or when
vocalized, or (f) putting the
object away if he lost
interest.
without a secondary
indicator.
(b) initiations - verbal
or nonverbal attempts
to communicate that
were not preceded by
the parent’s cue or
prompt (i.e., occurred
more than 5 s after a
prompt)
Non-examples included
a child showing a par-
ent a toy following the
parent saying, show me
what you have or
asking what do you
have? Or approaching a
parent immediately
after the parent gestured
for his or her child to
walk toward
him or her.

A correct response was

coded only if a parent
completed all steps
correctly (e.g., controlling
access but
failing to wait 3 s before
providing a one-word
model was scored as
incorrect).

Child Behaviors:
Vocal communicative
response. VCRs were any
sounds emitted by a child
within 5 s of a parent
cue or prompt, which
included a secondary
indicator of meaning (e.g.,
child looked at parent
while vocalizing, reached
for item, or engaged in a 3-
 point gaze).

Initiation. Initiations were

verbal or nonverbal
attempts to communicate
that were not preceded by
the parent’s cue or prompt
(i.e., occurred more than 5
s after a prompt).
Dubin, A. H., (1) Does PMT Three Sessions Two teachers Milieu teaching strategies Target behaviors Results showed all children Results provide support for the
Lieberman-Betz, R. G., implemented in a preschool- took place in were used to teach included unprompted increased their engagement of use of PMT to
Ayres, K. M., & classroom increase the aged a 1:1 format prelinguistic intentional communicative acts during teach prelinguistic communicative
Zawoyski, A. (2020). use of IC in preschoolers students in an area of communicative behaviors. communication (IC) PMT behaviors to preschoolers with
The Effects of demonstrating ASD and their the child’s and two-component symptoms of ASD.
Prelinguistic Milieu symptomatology? teachers classroom Environmental pre-IC acts. Each
Teaching Implemented were separate arrangement was used to occurrence of the target Benefits to implementation in the
in Classrooms for (2) Do increases in recruited from other create opportunities for behavior was coded classroom included the
Preschoolers With or at targeted behaviors from two students. communication (e.g., during 1-min intervals availability of a wide variety of
Risk for Autism generalize to other classrooms requesting an unreachable toys with which the students were
Spectrum people and activities and in the toy). IC was defined as any familiar
Disorder. Focus on maintain over time? southeaster communicative act and created opportunities for
Autism and Other n United Following the child’s lead containing a gesture or requesting.
Developmental (3) Do spoken language States. (e.g., providing natural vocalization combined
Disabilities, 35(2), 79– and object interest consequences for the with coordinated
89. change following child’s requests) attention to an object
intervention? and person or use of
Social routines (e.g., spoken words used for
(4) Do changes in pushing a toy back and the purposes of
collateral behaviors forth) were employed to requesting or initiating
generalize to maintain child engagement joint attention.
other people and and provide contexts for
activities and maintain communication during Coordinated attention
over time? highly motivating occurred when the child
interactions. directed their attention
to the adult and to an
Linguistic mapping was object/event of interest,
used (i.e., putting words to such as through a gaze
the child’s nonverbal shift.
communication), which
may support incidental IC would be coded if a
language acquisition. child pointed to a toy
high on a shelf,
For example, if a child looked at the adult and
pointed to a toy car out of vocalized “ah ah!” IC
reach and looked to the would not be
adult, the adult would say coded if the child
“want looked at the toy and
car,” and retrieve the toy vocalized “ah ah,”
for the child. but did not look to the
adult.