Parent-Implemented Enhanced Milieu Teaching With Preschool Children Who Have Intellectual Disabilities PurposeThe purpose of this study was to compare the effects of enhanced milieu teaching (EMT) implemented by parents and therapists versus therapists only on the language skills of preschool children with intellectual disabilities (IDs), including children with Down syndrome and children with autism spectrum disorders.MethodSeventy-seven children were randomly assigned to ... Article
Article  |   February 01, 2013
Parent-Implemented Enhanced Milieu Teaching With Preschool Children Who Have Intellectual Disabilities
 
Author Affiliations & Notes
  • Ann P. Kaiser
    Vanderbilt University
  • Megan Y. Roberts
    Vanderbilt University
  • Correspondence to Ann P. Kaiser: ann.kaiser@vanderbilt.edu
  • Editor: Janna Oetting
    Editor: Janna Oetting×
  • Associate Editor: Diane Loeb
    Associate Editor: Diane Loeb×
Article Information
Special Populations / Genetic & Congenital Disorders / Autism Spectrum / Language Disorders / Attention, Memory & Executive Functions / Language
Article   |   February 01, 2013
Parent-Implemented Enhanced Milieu Teaching With Preschool Children Who Have Intellectual Disabilities
Journal of Speech, Language, and Hearing Research, February 2013, Vol. 56, 295-309. doi:10.1044/1092-4388(2012/11-0231)
History: Received August 19, 2011 , Revised January 16, 2012 , Accepted May 29, 2012
 
Journal of Speech, Language, and Hearing Research, February 2013, Vol. 56, 295-309. doi:10.1044/1092-4388(2012/11-0231)
History: Received August 19, 2011; Revised January 16, 2012; Accepted May 29, 2012
Web of Science® Times Cited: 34

PurposeThe purpose of this study was to compare the effects of enhanced milieu teaching (EMT) implemented by parents and therapists versus therapists only on the language skills of preschool children with intellectual disabilities (IDs), including children with Down syndrome and children with autism spectrum disorders.

MethodSeventy-seven children were randomly assigned to 2 treatments (parent + therapist EMT or therapist-only EMT) and received 36 intervention sessions. Children were assessed before, immediately after, 6 months after, and 12 months after intervention. Separate linear regressions were conducted for each standardized and observational measure at each time point.

ResultsParents in the parent + therapist group demonstrated greater use of EMT strategies at home than untrained parents in the therapist-only group, and these effects maintained over time. Effect sizes for observational measures ranged from d = 0.10 to d = 1.32 favoring the parent + therapist group, with the largest effect sizes found 12 months after intervention.

ConclusionFindings from this study indicate generally that there are benefits to training parents to implement naturalistic language intervention strategies with preschool children who have ID and significant language impairments.

Acknowledgments
This study was supported, in part, by National Institute of Child Health and Human Development Grant HD45745 and by Department of Education Grant H325D070075.
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