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Facilitating prelinguistic communication skills in young children with developmental delay
S F Warren1, P J Yoder, G E Gazdag
1John F. Kennedy Center, Vanderbilt University, Nashville, TN.
Journal of Speech and Hearing Research
|February 1, 1993
Summary
Milieu teaching effectively improved prelinguistic communication skills, including requesting and commenting, in children with Down syndrome and mental retardation. The intervention also led to skill generalization and positive changes in teacher interactions.
Area of Science:
- Developmental Psychology
- Speech-Language Pathology
- Applied Behavior Analysis
Background:
- Limited research exists on intervention strategies for prelinguistic communication skills.
- Prelinguistic skills are foundational for later language development.
- Early intervention is crucial for children with developmental delays.
Purpose of the Study:
- To evaluate the effectiveness of a milieu teaching approach.
- To assess the acquisition and generalization of prelinguistic communication skills.
- To investigate the impact of milieu teaching on children with Down syndrome and mental retardation.
Main Methods:
- Two experiments were conducted using a milieu teaching approach.
- A multiple baseline design was employed to assess skill acquisition.
- Generalization across settings, materials, and teachers was evaluated.
Main Results:
- The milieu teaching approach effectively facilitated prelinguistic requesting, commenting, and vocal imitation.
- All subjects demonstrated acquisition of target communication skills.
- Generalization of skills was observed across various contexts and individuals.
Conclusions:
- Milieu teaching is an effective intervention for enhancing prelinguistic communication in children with developmental disabilities.
- The intervention promotes generalization, indicating functional communication gains.
- Observed reciprocal effects suggest positive impacts on the classroom environment and teacher-child interactions.