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ERIC Number: ED375546
Record Type: Non-Journal
Publication Date: 1994-Jun-3
Pages: 35
Abstractor: N/A
Reference Count: N/A
ISBN: N/A
ISSN: N/A
Enhanced Milieu Teaching: An Analysis of Applications by Interventionists and Classroom Teachers.
Kaiser, Ann P.; And Others
This study investigated effects of the application of Enhanced Milieu Teaching (EMT) with four preschool children with developmental disabilities during interactions with three primary conversational partners. The study involved a multiple baseline (probe) across two children which was replicated across two additional children. Within that framework was nested a multiple baseline across three communication partners (trainer, teacher, and peer) for each child. An ethnographic description of the classroom before and after the intervention was also completed. The EMT intervention combined environmental arrangement, responsive interaction strategies, and selected uses of milieu teaching to facilitate child engagement. It also included context specific modeling of language and limited incidental teaching to teach specific language targets. The study found: (1) the effects of the intervention on children's use of target language were consistent across children and conversational partners; (2) there was very little generalization from the trainer-implemented intervention to the teacher-child baseline; and (3) there was evidence of generalization of target language use to interactions with peers for only one child. However, introduction of EMT by a second adult partner quickly produced changes in children's communication in the second training context. Tables and graphs detail study methodology and findings. (DB)
Publication Type: Speeches/Meeting Papers; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: National Inst. of Child Health and Human Development (NIH), Bethesda, MD.; Special Education Programs (ED/OSERS), Washington, DC.
Authoring Institution: N/A
What Works Clearinghouse Reviewed: Does Not Meet Evidence Standards
IES Cited: ED531337