Parent-Implemented Language Intervention for Teaching Enhanced Milieu Teaching Strategies to Parents of Low-Socioeconomic Status

Allison Hatcher, Judith Page

Research output: Contribution to journalArticlepeer-review

11 Scopus citations

Abstract

In this study, the authors examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language delay. Parents were taught to use the following EMT strategies during eight to 10 individualized, home-based sessions: matched turns, expansions, time delays, and milieu teaching prompts. A single-case, multiple-baseline design across behaviors replicated across four parent/child dyads was used to evaluate the parents’ use of the EMT strategies. Child language outcomes were also assessed using pre- and post-intervention language samples. All parents learned and demonstrated use of each language support strategy to set criterion levels. Results from this study indicated a functional relationship between the brief parent-implemented language intervention training and parents’ use of language support strategies. In addition, all four children demonstrated gains in expressive language. Additional research is needed to assess fidelity and dosage of parents’ use of strategies on specific child language outcomes and to determine how to facilitate maintenance of parents’ use of strategies over time.

Original languageEnglish
Pages (from-to)122-142
Number of pages21
JournalJournal of Early Intervention
Volume42
Issue number2
DOIs
StatePublished - Jun 1 2020

Bibliographical note

Publisher Copyright:
© 2019 SAGE Publications.

Keywords

  • components of practice
  • disabilities and development delays
  • parent training
  • preschoolers
  • speech and language delays
  • young children

ASJC Scopus subject areas

  • Pediatrics, Perinatology, and Child Health
  • Developmental and Educational Psychology
  • Psychiatry and Mental health

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