Changes in the Generativity and Use of Semantic Relationships Concurrent With Milieu Language Intervention Changes associated with a milieu language intervention implemented to teach productive semantic relationships (e.g., action-object combinations) were investigated. Subjects were 11 young children with borderline to moderate levels of mental retardation, all in the early stages of language development. Following a baseline period, each subject received three to four training ... Research Article
Research Article  |   August 01, 1994
Changes in the Generativity and Use of Semantic Relationships Concurrent With Milieu Language Intervention
 
Author Affiliations & Notes
  • Steven F. Warren
    John F. Kennedy Center, Vanderbilt University, Nashville, TN
  • Gail E. Gazdag
    John F. Kennedy Center, Vanderbilt University, Nashville, TN
  • Linda M. Bambara
    John F. Kennedy Center, Vanderbilt University, Nashville, TN
  • Hazel A. Jones
    John F. Kennedy Center, Vanderbilt University, Nashville, TN
  • Contact author: Steven F. Warren, Box 328, Peabody at Vander-bilt, Nashville, TN 37203. EMail: WarrenSF@ctrvax.Vanderbilt.Edu
  • Currently at Lehigh University, Bethlehem, PA
    Currently at Lehigh University, Bethlehem, PA×
  • Currently at the University of Florida, Gainesville
    Currently at the University of Florida, Gainesville×
Article Information
Language Disorders / Language / Research Articles
Research Article   |   August 01, 1994
Changes in the Generativity and Use of Semantic Relationships Concurrent With Milieu Language Intervention
Journal of Speech, Language, and Hearing Research, August 1994, Vol. 37, 924-934. doi:10.1044/jshr.3704.924
History: Received March 1, 1993 , Accepted March 4, 1994
 
Journal of Speech, Language, and Hearing Research, August 1994, Vol. 37, 924-934. doi:10.1044/jshr.3704.924
History: Received March 1, 1993; Accepted March 4, 1994

Changes associated with a milieu language intervention implemented to teach productive semantic relationships (e.g., action-object combinations) were investigated. Subjects were 11 young children with borderline to moderate levels of mental retardation, all in the early stages of language development. Following a baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Measures of generativity were analyzed via pre/post group comparisons. Concurrent with the intervention subjects showed substantial gains in their ability to generatively produce semantic relationships in the intervention context and across settings, adults, and interaction styles. Subjects also correctly responded to an increasing proportion of target probe questions in both the intervention and generalization settings. The results suggest that, for most of the subjects, milieu teaching was associated with enhanced generativity and use of semantic relationships.

Acknowledgments
This research was supported by grants from the National Institute of Child Health and Human Development (#HD15051) and the U.S. Department of Education (#H023A1009).
The authors gratefully acknowledge the assistance of Sheri Rieth, Eleanor Hippe, Renee Balough, Kyoungran Kim, and the staff of the Susan Gray School of the John F. Kennedy Center for Research of Vanderbilt University. The authors would also like to thank Paul J. Yoder for his comments on an earlier draft of this manuscript.
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