Early Effects of Responsivity Education/Prelinguistic Milieu Teaching for Children With Developmental Delays and Their Parents Purpose To evaluate the efficacy of a 6-month course of responsivity education/prelinguistic milieu teaching (RE/PMT) for children with developmental delay and RE/PMT’s effects on parenting stress in a randomized clinical trial. Method Fifty-one children, age 24–33 months, with no more than 10 expressive words or signs, were randomly ... Research Article
Research Article  |   June 01, 2006
Early Effects of Responsivity Education/Prelinguistic Milieu Teaching for Children With Developmental Delays and Their Parents
 
Author Affiliations & Notes
  • Marc E. Fey
    University of Kansas Medical Center, Kansas City
  • Steven F. Warren
    University of Kansas, Kansas City
  • Nancy Brady
    University of Kansas, Kansas City
  • Lizbeth H. Finestack
    University of Kansas, Kansas City
  • Shelley L. Bredin-Oja
    University of Kansas, Kansas City
  • Martha Fairchild
    Boone, NC
  • Shari Sokol
    University of Kansas, Kansas City
  • Paul J. Yoder
    Vanderbilt University, Nashville, TN
  • Contact author: Marc E. Fey, Hearing and Speech Department, University of Kansas Medical Center, 3901 Rainbow Blvd., Kansas City, KS 66160-7605. Email: mfey@kumc.edu
Article Information
Special Populations / Genetic & Congenital Disorders / Speech, Voice & Prosody / Language / Research Articles
Research Article   |   June 01, 2006
Early Effects of Responsivity Education/Prelinguistic Milieu Teaching for Children With Developmental Delays and Their Parents
Journal of Speech, Language, and Hearing Research, June 2006, Vol. 49, 526-547. doi:10.1044/1092-4388(2006/039)
History: Received January 26, 2005 , Accepted October 17, 2005
 
Journal of Speech, Language, and Hearing Research, June 2006, Vol. 49, 526-547. doi:10.1044/1092-4388(2006/039)
History: Received January 26, 2005; Accepted October 17, 2005
Web of Science® Times Cited: 72

Purpose To evaluate the efficacy of a 6-month course of responsivity education/prelinguistic milieu teaching (RE/PMT) for children with developmental delay and RE/PMT’s effects on parenting stress in a randomized clinical trial.

Method Fifty-one children, age 24–33 months, with no more than 10 expressive words or signs, were randomly assigned to treatment/no-treatment groups. Thirteen children in each group had a diagnosis of Down syndrome.

Results In 1 of 2 multivariate comparisons, the RE/PMT group exhibited superior gains in communication compared with the no-treatment group. The treatment effect for overall use of intentional communication acts in the child–examiner context was significant (d = .68, 95% confidence interval = 0.12–1.24). There were no effects on child outcomes due to presence or absence of Down syndrome. RE/PMT led to modest increases in recoding of child acts by parents of children who did not have Down syndrome. There were no effects on parenting stress associated with the intervention or the presence or absence of Down syndrome.

Conclusions RE/PMT may be applied clinically with the expectation of medium-size effects on the child’s rate of intentional communication acts after 6 months of intervention. The approach warrants further investigation with modifications, such as delivery at higher intensity levels.

Acknowledgments
This study was supported by Office of Special Education Programs in the U.S. Department of Education, Office of Special Education Programs, Grant No. H324CC990091 and National Institute on Child Health and Human Development Center Grant No. HDO258.
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