Citation Summary of the Study Participants Research
Design Length of Intervention Independent Variables Dependent Variables Instruments Fey, M., Warren, S., Brady, N., Finestack, L., Bredin-Oja, S., Fairchild, M., Sokol, S., & Yoder, P. (2006). Early Effects of Responsivity Education/Prelinguistic Milieu Teaching for Children With Developmental Delays and Their Parents. Journal of Speech, Language, and Hearing Research, 49, 526-547.
Parents were taught responsivity education/prelinguistic milieu teaching to implement with their children (ages ranged from 24-33 months) who had no more than 10 expressive words or signs. The parents who implemented the intervention saw an increase in their childrens rate of requesting. 51 children 24 to 36 months old with developmental delay or disability. All participants had mild to moderate mental retardation, no diagnosis of autism, no more than 10 words or signs, normal vision and hearing, and upper body motor skills adequate to perform basic gestures such as reaching. 50 mothers and 1 father participated in the RE component. Random assignment (25 kids) to a treatment group vs. (26 kids) a no treatment group. 6 months. *Waiting (provide the child an opportunity to communicate with you by simply waiting for your child to do something you can interpret. *Linguistic mapping (put your childs gestures into words, for example if the child points to his/her cup you say, cup, oh you want a drink? or if your child looks at something then looks at you, you say what the child was looking at). *Following the childs lead in play (if the child is stacking blocks, you sit beside the child and stack blocks, if the child is looking at a book, you sit beside the child and look at a book)
* Clinicians waited The childs rate of requesting (how often the child is gesturing to ask for something; like pointing to the cookies or a toy), rate of commenting (how often parents picked up on their childs intentional gestures and eye gazes), and rate of intentional acts (how often the children gestured for something, or gazed at something in an attempt to share an interest with someone else).
Parental use of verbal responses that recode their childs intended meanings (Parents observing their children and commenting on what they believe Parents and their children were video and audio taped during book sharing, computers were used for coding, the Bayley Scales of Infant Development, and the Infant Scale of the MacArthur Communicative Developmental Inventory: Words and Gestures Synthesis Table by: Kathy Supple
for, prompted, and responded to the childs nonverbal communicative efforts consistent with intent. their child is trying to sayif the child points, the parents says, oh you are pointing to the ball, if the child gazes at something, parent says, oh you are looking at the _____.).
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. The authors wanted to see if more MCT would provide better outcomes and they found that more is not always better for all children. The study suggests that children with interest in objects and meaningful play skills may benefit from more MCT. 64 children (18-27 months old) with intellectual and communication delay with no diagnosis of autism, 20 or less spoken or signed words, Bayley score between 55 and 75, normal hearing in at least one ear, normal or corrected vision, motor skills sufficient to sit unsupported and engage in play Single Subject, Random assignment of either one 1 hour low intensity (31 children), or five 1 hour high intensity (33 children) MCT sessions per week. 9 months Responsivity education where all caregivers had to read a book, It Takes Two to Talk, and complete 9 one hour sessions individually in their homes within the first 3 months of the study. Specifically the parents goals were to increase their responsiveness to their childs play actions and attempts to communicateby: *waiting (parent simply waits for the child to act or communicate), *following the childs lead (play whatever the child is playing), Child communication behaviors including: requests (pointing, looking at something, following someone/somethin g with their eyes, taking your hand or clothes and pulling you to something), commands (grunting, throwing a cup/shoe/coat at you because they want a drink, or to go outside), protests obligating someone to respond (saying no, refusing to put a coat on), comments (saying something in MacArthur Communicative Development Inventories: Words and Gestures, Bayley Scales of Infant and Toddler Development, 3 rd edition, ProcoderDV software, videotaping Synthesis Table by: Kathy Supple
*imitating play acts and gestures (copying what the child is doing), * Vocalizations (copying the sounds or words a child is making/saying) , *eye contact (looking at the child and trying to have the child look at you), and *commenting on the childs play and objects of attention (parent says what the child is doing and/or talks about what the child is looking at), *put the childs nonverbal communication acts into words, * add to what the child says (ex. Child says ball parent says bounce it), and to copy and add meaning (ex. Child says ball and parent says, yes, its a ball.). PMT was used to increase nonverbal communication acts. regards to what they are doing or what they see), intentional communication acts (coming to an adult to tell a story, ask for something, or show something of interest), and the number of words produced (how many words does the child say).
Parent responsiveness to their childs intentional communication attempts (how often are parents responding..smiling, or saying something in response to their childs intentional communication). Synthesis Table by: Kathy Supple
Clinicians *arranged the environment to provide opportunities for the children to communicate (ex. Putting an object of interest such as a favorite toy in a see through bag or box just out of the childs reach to encourage the child to come to you and communicate that they want it) *they followed the childs lead, *interrupted play (if a child is playing alone the clinician got involved with the play) *used prompts to get the children to produce target communication acts (for ex. The clinician would tell the child what they wanted the child to say, say eat.) * stated verbally what the child was looking at or reaching Synthesis Table by: Kathy Supple
toward. MT was utilized to increase the frequency of the childs verbal communication attempts. The clinician * used prompts to encourage the child to speak the target word (showing the child a ball) , then * directly stated what they wanted the child to say if that did not work (say ball). The MT session ended with the clinician expanding on something the child said (ex. Child says ball clinician says yes, thats a ball.). Hancock, Terry & Kaiser, Ann (1996). Siblings Use of Milieu Teaching at Home. Topics in Early Childhood Special Education, 16 (2), 168- 190. The effects of teaching 3 older siblings to use milieu teaching with their younger sibling who has a language delay was successful because the younger siblings responsiveness and 3 sibling dyads: each with an older, typically developing female ages 8-12, and a younger preschool- age male with a communication delay, ranging from A single- subject, multiple baseline design across subjects to determine the effects of the Around three months Intensive training for siblings focusing on milieu teaching techniques (4 sessions lasting 45 minutes each). Play sessions twice each week immediately following the completion of the Balanced conversational turns (sibling takes a turn, child takes a turn), verbal initiations (child gestures or uses a word or words to ask for something or show Sequenced Inventory of Communicatio n Development (SICD) completed on the target children to find their Synthesis Table by: Kathy Supple
their verbal initiations increased. Also, the interactions between siblings during the intervention was positive. 4 -6 years (target children). intervention on the behavior of the siblings and the target children. The study consisted of 3 consecutive phases: baseline, intervention, and follow- up. intensive training in the home for 30-45 minutes. *sibling gets to read a manual describing the intervention *clinician discusses the information in the manual with the sibling *sibling watches video tapes of other siblings modeling milieu teaching with children who had language delays *sibling watches video of himself/herself during baseline then asking the sibling if they can identify times they could apply milieu teaching *sibling role plays milieu techniques with clinician *sibling applies milieu teaching (modeling: sibling shows how to do something such as play with a toy, and mand: sibling makes a verbal request like, something), and targeted utterances in response to teaching attempts (child follows siblings lead or answers siblings question). Increasing productive language(child starts to talk more with purposeasking for something or sharing an interest). expressive language delays. Tape recorder to collect observational data from the home. Intensive teaching sessions were conducted by f female with masters-level degree in child development and 3 yrs. Experience in implementing milieu teaching with children. Synthesis Table by: Kathy Supple
what is this?) then gets immediate feedback from the clinician. Kaiser, A., & 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. This study was conducted to see if there were benefits to training parents to implement naturalistic language interventions such as enhanced milieu teaching to their children with intellectual disabilities. The results indicated that there are clearly benefits. 77 children between ages 30 and 54 months with nonverbal IQ between 50 and 80, PLS score less than the 11 th
percentile, at least 10 productive words observed, ability to verbally imitate 7 or 10 words, normal hearing, and English as primary language. Single subject design with randomized groups either parent+thera pist or therapist only. Not clear, however it does state there are 24 sessions with 12 home visits and there is a 12 month follow-up after intervention *environmental arrangement (putting an object of interest such as the TV remote or a cup out of the childs reach to encourage them to ask for it in some way, or removing most toys from the environment to focus on one task, or purposefully forgetting to provide something needed such as a spoon with the bowl of cereal) *responsive interaction (adult responds to the childs communication attempt by talking to the child) *specific language modeling and expansions (adult says words the child attempts and then expands ball, yes that is the red ball.) *prompts (providing *Increase parent- child interaction (parents respond to and play with their child more often) *increase the parents responsiveness to child communication (parents are more aware of their childs communication attempts and respond more often) *increase the amount and quality of linguistic input (parents are talking to their children more and talking about what their children are interested in) *increase the use of language-learning support strategies (parents are trying Videotaping, computer for data entry, Leiter-R (norm referenced instrument assessing reasoning, visualization, memory, and attention for children 2-20 years), PLS-4, the Expressive Vocabulary test, and Peabody Picture Vocabulary Test Synthesis Table by: Kathy Supple
access to requested objects and verbal feedback for communication). *home based sessions were 20 minutes broken up: 10 minutes for play, then clean- up, 5 minutes for snack, and 5 minutes for a book all using toys and books available in the home. *parents attended a 3 hour workshop explaining typical child development then parents were given modules providing examples of interventions they were to implement. interventions such as environmental arrangement, following childs lead, etc.) Togram, B., & Erbas, D. (2010). The Effectiveness of Instruction on Mand Model-One of the Milieu Teaching Techniques. Eurasian Journal of Educational Research. 38, 198-215.
An instructional program teaching mand-model was effective. 3 children with developmental disabilities. Single- subject research design. This study did not specify. *mand-model: requesting (ex. Caregiver observes the childs object of interest (car) and models the correct verbalization (yes thats a car.) *Percentage of target word production by subjects (the children said target words more often). *assessment instruments, digital handycam, 8 mm videotapes, record sheets/forms, pencils.
Synthesis Table by: Kathy Supple
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. Parents were taught responsivity education and children were taught prelinguistic communication through prelinguistic milieu teaching strategies. Children in this study were all prelinguistic toddlers with intellectual disabilities. There were improvements in child- initiated comments and child-initiated requests. 39 prelinguistic toddlers with intellectual disabilities and their primary caregivers. Single subject design with a randomized assignment to the responsivity education/pr elinguistic milieu teaching group or the control group 3-4 times a week for 6 months. *Adult prompts for child communication (expectation that the child communicate- what do you want? look at me upturned and extended palm) *Adult prompts for imitation (say ball, or do this while adult models the sign for eat) *Adults vocal imitation of child vocalizations (child says abda so adult says abda) *Adults compliance with childs imperative acts (Child reaches for something so adult gives the child what he/she is reaching for, or child points in the direction of something so the adult looks at it and gets excited about it). *Adults verbal recoding of the childs communication act (child reaches for something such as a *Child initiated requests (child hands an object to an adult, points to something and then looks at adult, reaches to adult to be picked up) *Child initiated comments (Child says uh oh and looks at adult, child reaches toward an object and vocalizes, child shows object to adult, vocalizes, and smiles). Communicatio n and symbolic behavior scales, communication development inventory- infant scale, video taping, and coding software. Synthesis Table by: Kathy Supple
ball and looks at the adult and the adult says, ball. Or child reaches for the ball and looks at the adult and the adult says, you want the ball?) *Adults specific acknowledgment childs act (child looks at adult and reaches and the adult says, you looked at me!) *Adults talk to the child (adult says, you are playing with the doll! what do you want? or you looked at me. For examples).
Perkins Activity and Resource Guide Chapter 2 - Foundations of Learning Language, Cognition, and Social Relationships: Second Edition: Revised and Updated