Transcript Enhanced Milieu Teaching Brochure for Professionalsx

Data Collection
• Before implementing this
strategy, observe and take note
of the kind of language and
communication the child is
using.
• Set goals for the child
-(2 word utterances
-agent-action (dog runs)
-action-object (bounce ball)
-attribute-object (red ball)
-more frequency of utterances
-more spontaneous utterances
-etc.
• During the time the strategy is
being implemented, record and
take note of the child’s
communication.
• Refer back to the original
observation to gauge progress.
References
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Fidelity Checklist
Child initiated the communication
Child requested an object
I prompt the child (“you want the
ball?”)
I wait for the child to respond
and expand on their response
(verbal/nonverbal)
I give the child the item
requested
•
•
Hancock, T. B., & Kaiser, A. P. (2002). The
effects of trainer-implemented enhanced
milieu teaching on the social
communication of children with autism.
Topics in Early Childhood Special
Education, 22(1), 39-54
Hemmeter, M. L., & Kaiser, A. P. (1994).
Enhanced milieu teaching: Effects of
parent-implemented language
intervention. Journal of Early
Intervention, (3), 269-289.
Kaiser, A. P., Hancock, T. B., & Nietfeld, J.
P. (2000). The effects of parentimplemented enhanced milieu teaching
on the social communication of children
who have autism. Early Education &
Development, 11(4), 423-446.
Olive, M. L., Cruz, B., Davis, T. N., Chan, J.
M., Lang, R. B., O'Reilly, M. F., & Dickson,
S. M. (2007). The effects of enhanced
milieu teaching and a voice output
communication aid on the requesting of
three children with autism. J Autism Dev
Disord, 37, 1505-1513.
Peterson, P., Carta, J. J., & Greenwood, C.
(2005). Teaching enhanced milieu
language teaching skills to parents in
multiple risk families. Journal of Early
Intervention, 27(2), 94-109.
Picture retrieved from:
http://www.speechandot.com/BLOG/ind
ex.php/milieu-training-for-pediatricspeech-therapy/
HEATHER BROWNFIELD
ENHANCED
MILIEU
TEACHING
A natural, conversation-based
intervention using modeling,
prompts, and children’s
interests.
Steps for
Implementation:
Summary of the
Research
The research studied the effects of
enhanced milieu teaching on children’s
language acquisition and their social
communication skills. It also looked at
how to teach parents to implement
the strategies and the effects of the
strategy when it was implemented by
parents. The majority of the children
involved in the research were
diagnosed with Autism Spectrum
Disorder. Overall, this teaching
strategy had positive effects on
children’s language. Not only did the
quantity of language increase, but also
the quality. Parents were also able to
learn the strategies and implement
them after training. This strategy is
very usable by professionals and also
families if they are coached by an
experienced professional.
Working directly with the
child
• Environmental arrangement is
used to require child to make
requests (toys placed out of reach,
cup out of reach, items placed in
containers the child cannot open
by themselves, etc.)
• Child makes a verbal/nonverbal
request (says “ball,” points at the
ball, etc.)
• Professional/parent prompts the
child by using modeling, mandmodel, or time delay
-mand-model: adult requests
a verbal response from child, correct
response receives praise
-time delay: adult identifies that the
child wants an object and waits for
child to make a response.
• Expand on child’s utterances (If the
child says, “ball,” expand by saying,
“I want the ball” or “Ball, please”,
etc.)
• End with positive feedback (child
receives object they were
requesting)
This intervention targets behaviors
such as, initiations, turn-taking &
social communication (conversations)
*This strategy should be used with
naturally occurring situations (while
the child is already playing, during
mealtime, bath time, etc. and should
include the child’s interest (incidental
teaching)
Steps for
Implementation:
Coaching parents to
implement the strategy
• Model the strategy
-Explain environmental
arrangement
-model prompting
-introduce/explain mandmodel
-introduce/explain time delay
-Show families how to expand on
the child’s utterances (give
examples)
• While the parent is working
with the child, prompt them
(verbally/nonverbally) to help
them complete the strategy
(remind them of the next step)
• Praise the parent periodically
(let them know what they are
doing right, or well)
• End with feedback (let the
parent know what they did
well, be specific), comment on
what you noticed the child
did, encourage them to
continue to do what they are
doing
*Remind parents that this
strategy should be used when
the child initiates it, it should not
be initiated by the adult. The
child makes the request first.