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Related Experiment Videos

Generalized effects of enhanced Milieu teaching

A P Kaiser1, P P Hester

  • 1Department of Special Education, Vanderbilt University, Nashville, TN.

Journal of Speech and Hearing Research
|December 1, 1994
PubMed
Summary

Enhanced Milieu Teaching improved language skills in preschool children with delays. Gains were maintained and generalized to interactions with teachers, peers, and parents.

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Area of Science:

  • Child language development
  • Speech-language pathology
  • Early childhood education

Background:

  • Preschool children with significant language delays often require targeted interventions.
  • Naturalistic language interventions aim to improve communication in everyday settings.
  • Enhanced Milieu Teaching (EMT) is a specific approach within milieu teaching.

Purpose of the Study:

  • To examine the primary effects of Enhanced Milieu Teaching on language skills in preschool children with language delays.
  • To assess the maintenance of language gains after the intervention concluded.
  • To investigate the generalization of improved communication to untrained partners and settings.

Main Methods:

  • A multiple baseline design across six preschool children with language delays was employed.
  • The naturalistic language intervention, Enhanced Milieu Teaching, was implemented during play-based interactions in classrooms.
  • Generalization was assessed through observations with untrained teachers, peers, and parents.

Main Results:

  • Children systematically increased their use of targeted language skills during intervention sessions.
  • These language gains were maintained after the discontinuation of the treatment.
  • Some generalization of communication skills to untrained partners was observed for all participating children.
  • Correlational analyses revealed that increased child utterances and vocabulary diversity were linked to partner-initiated verbalizations.

Conclusions:

  • Enhanced Milieu Teaching is an effective intervention for improving targeted language skills in preschool children with significant language delays.
  • The intervention demonstrates both maintenance of skills and generalization to various communication partners.
  • Child-led communication, including utterance count and vocabulary, plays a role in the effectiveness of language interventions.

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