Article 1

Author/Citation
Research Question
Participants
Setting
Implementers
Implementer training

Independent Variable

Dependent Variable

Results



Article 2
Author/Citation
Purpose of
Research
Participants
Setting
Implementers
Implementer
training

Parent-Implemented Enhanced Milieu Teaching

Kaiser, A., & Roberts, M. (2013). Parent-implemented enhanced milieu teaching
with preschool children with intellectual disabilities. Journal of Speech,
Language, and Hearing Research, 56, 295309.
Compare the effects of EMT implemented by parents and therapist versus therapist
only on language skills
77 children, 2 treatments (Parent +therapist or therapist only) 36 sessions, children
assessed before, after, 6 months later, 12 months later
N/A
For half of the children Parents worked with therapist to implement EMT, and for
the other half therapist implemented EMT strategies
Parents participated in an interactive workshop that included individualized
information about language development, behavior, play, environ- mental
arrangement, and routines that are foundational to the EMT intervention. The
workshops lasted between 2 and 3 hr, and the parents received a notebook of information about each topic and handouts that provided specific, individualized
information about their childs language development
a hybrid naturalistic teaching procedure that includes four components:
1.environmental arrangement- arrange environment to set the stage for adult-child
interaction 2.responsive interaction-model language targets appropriate for child
in response to childs communication in connection to their interests. 3.specific
language modeling and expansions- expand childs words by adding words to
childsutterances 4.milieu teaching prompts-respond to childs request with a
prompts for elaborative language
Measures collected for children and parents included (a) observational child and
parent measures at home, (b) norm-referenced standardized measures of child
language, and (c) parent re- ports. Each outcome measure was assessed at the start
of the study (pretest), immediately following intervention, 6 months after, and 12
months after
Parents in this study who received training in EMT increased their use of responsive
interaction, expansions, language modeling, and milieu teaching prompts in trained
and untrained play settings

Trainer Implemented EMT on social communication

Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer- implemented enhanced milieu
teaching on the social communication of children who have autism. Topics in Early
Childhood Special Education, 22, 3954.
Examine the effects of trainer-implemented EMT on language performance of preschool
children with Autism
Four children with autism and their mothers. The children were between 2 1/2 years to 5 years
old, has a 6 month delay in language, child verbally imitative, had at least 10 expressive
words and hearing was in normal range
The training took place in a small playroom in a clinical setting. The room contained two
adult chairs, a kid table and chairs, cabinets with toys an d a video camera.
The trainers implemented the Enhanced milieu teaching strategies
Trainers knew how to implement the EMT strategies (expansion, turn taking, following
childs lead, pause errors, responsive feedback, talk at child target level)

Independent
Variable

Dependent
Variable
Results

The intervention included: 1.Environmental Arrangement-Arranging environment for

interaction 2.Responsive Interaction-Turn taking, following child's lead 3.Milieu Teaching
Procedures
(a) Modeling-demonstrate behavior you want the still to follow
(b) Mand modeling-give a child a directive as you model what you want them to do
(c) Time delay-wait for child to engage
(d) Incidental teaching-teach with there toys of interest
Frequency of total utterances, spontaneous utterances, total use of targets, spontaneous use of
targets.

Children demonstrated positive changes in social communication, these strategies

were generalized and the children were able to use them with their parents.

Article 3
Author/Citation

Enhanced Milieu Teaching and Voice Output

Olive, M., de la Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., OReilly, 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.
Journal of Autism and Developmental Disorders, 37, 15051513.

Purpose of Research This study demonstrated the effectiveness of using EMT paired with a VOCA to increase the
Participants

Setting
Implementers
Implementer
training
Independent
Variable
Dependent Variable

Results

communication skills of three children with autism.

Three children with autism and their teacher/ teacher assistant.
-Mickey: 45 month-old, has seizures, rarely speaks or makes noises, severely autistic range,
head bang to request
-Terrence: 66 month-old boy, severely autistic range, no noises or vocalizations others than
whining, can imitate word "more' and sign "help" when prompted, reaches to request
-Rocky:48 month-old, severely autistic range, makes some noises, physically directs person
to object of want
General toys for the children, which they choose from by pointing, reaching or initiating play
with it.(3 toys)
The teachers implemented the EMT strategies with three children with autism
Prior to the start of the study, teachers practiced the coding procedures for this study using
videotapes from previous studies showing behaviors of interest for this study
The purpose was to examine the intervention effects on childrens: (a) independent use of the
VOCA, (b) independent use of gestures, and (c) independent use of vocalizations and
verbalizations during play.
Baseline- the teachers played and talked with the children as they normally would
Intervention-teachers played and talked with students and implemented EMT strategies such
as following childs lead (short sentences, imitated play) and using environmental
arrangement to promote requesting. Children were encouraged to use VOCA to communicate
request.

All three children showed an increase in VOCA use. None of the children used the
VOCA in baseline.Terrance was the only child who started using vocalizations
during the study.

Sign intervention on expressive language using EMT strategies
Article 4
Courtney A. Wright, Ann P. Kaiser, Dawn I. Reikowsky, and Megan Y. Roberts
Author/Citation
Purpose of Research In this study, the authors evaluated the effects

Participants

Setting
Implementers
Implementer
training
Independent
Variable

Dependent Variable

Four toddlers (ages 2329 months) with Down syndrome were enrolled in a study
requirements- (a) a diagnosis of DS;(b) age18 and 36 months; (c) vision within normal
limits; (d) at least one and fewer than 15 spoken words or manual signs (e) ability to imitate
placement and action of hand movements (f) English as the primary language (g) parental
consent for the childs Participation in the study
Baseline and intervention sessions were conducted in a
room at a pediatric therapy clinic furnished with a child-sized table and one Rifton chair;
however, the child participants and the interventionist sat on the floor during each session.
the interventionists implemented the EMT strategies along with Joint attention, symbolic
play and emotional regulation to teach spoken words and signs to children with Down
syndrome
The interventionist knew sign language but were not fluent in it.they also knew how to
implement the EMT strategies (responding to child, expanding child language, modeling,
etc.)
The EMT strategies included
(a) Following the childs lead-joining childs activity and playing how they are.
(b) Responding to the childs communication-talk to the child at there level
(c) mirroring the childs play actions and mapping- describing shared actions with target
words and signs
(d) Expanding the childs communication- expand child's gestures and word by adding
target words
(e) Modeling target signs
(f) Using time delay to promote child communication-provide choices then wait for
response
(g) Incorporating milieu prompting episodes to promote child practice of
communication targets-point, show, give
Baseline- sessions occurred two times per week, 2030 min. Each baseline session involved
interactive play. The interventionist provided interesting toys and engaged in play with toys
selected by the child.
Intervention- Intervention sessions also occurred two times per week,2030 min. on the
basis of child interest in toys and continued engagement in the interaction. The
interventionist engaged in child-directed play and used EMT and JASPER strategies to
teach 32 signs paired with spoken words.

Results

Article 4
Author/Citation
Purpose of Research
Participants

Ryan. Ryan used one spontaneous sign during baseline. With intervention, his total
use of signs increased. He signed between 0 and 11 different words.
Erin- about nine different signs per session
Jay- used fewer than two signs per session during baseline, after intervention he
used an average of 17 signs
Gretchen- did not sign during the baseline but increased sign gradually throughout
the intervention.

Enhanced generalized teaching with daily routines

Kasinath, S., Woods, J., & Goldstein, H. (2006). Enhancing generalized teaching strategy
use in daily routines by parents of children with autism. Journal of Speech,
Language, and Hearing Research, 49, 466485.
The purpose of this study was to examine the effects of facilitating generalized use of
teaching strategies by parents of children with autism within daily routines
Five preschool children with autism participated in intervention with a parent within daily
routines in the familys home. Parents learned to include 2 teaching strategies in target

Setting

Implementers
Implementer
training

Independent
Variable

routines to address their childs communication objectives. Parent child interactions in

routines were videotaped for data coding and analysis.
The familys home was the intervention setting for each parentchild dyad. The
interventionist met with each family for approximately 6090 min twice a week depending
on the familys schedule. The interventionist, student assistant, mother, and child with
autism spectrum disorder (ASD) were present during each session. Most intervention
sessions occurred in the afternoon or early evening to accommodate family preferences and
work/school schedules.
The inteventionalist provided strategies for the parent to implement with their child. Parents
implemented 2 teaching strategies with their children within natural environments, these
strategies were chosen to target individualized communication goals.
1.parents were given friendly handouts about strategies and examples of how to use them.
2. Parents were given videos of other parents implementing strategies.
3.the intervetnionalit modeled the strategy with the child in a natural context.
4.parents practiced strategy while in the same routine as the video observed.
5.The parent and interventionist discussed strategy use, possible barriers to implementing
the intervention, and additional instances of potential strategy use across routines.
6.the interventionist observed and videotaped the parent implementing strategies.
7.then the parent and interventionalist talked about other routines that the parent could
implement the strategies.8.then generalization data was collected
1.Arranging the environment. Parent arranges or modifies the environment to promote
interaction, such as putting preferred toys out of reach but in sight, requiring children to
request assistance
2. Using natural reinforcement. Parent verbally acknowledges a childs communication
attempts and provides access to objects or events in response to childs requests.
3. Using time delay. Parent presents an object of interest to the child (e.g., an unopened
toy) and waits briefly (35 s) before giving the child a verbal prompt to respond.
4. Imitating contingently. Parent imitates the childs actions within the childs field of
vision immediately following the childs actions.
5.Modeling. Parent provides verbal models describing the activity or labeling the objects
that the child is interested in but does not ask the child to imitate.
6. Gestural/visual cuing. Parent uses gestures and visual prompts to prompt the childs
participation in a routine..

Dependent Variable

Parents can learn to include two new teaching strategies within their daily
routines
This study demonstrated that the intervention successfully enhanced
generalized parent strategy use across daily routines and had positive effects on
child communication outcomes.

Results
This study demonstrated that the intervention successfully enhanced generalized
parent strategy use across daily routines and had positive effects on child
communication outcomes.