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ERIC Number: EJ1043944
Record Type: Journal
Publication Date: 2014-Oct
Pages: 14
Abstractor: As Provided
ISSN: ISSN-0161-1461
Describing Treatment Intensity in Milieu Teaching Interventions for Children with Developmental Disabilities: A Review
Parker-McGowan, Quannah; Chen, Mo; Reichle, Joe; Pandit, Shivani; Johnson, LeAnne; Kreibich, Shelley
Language, Speech, and Hearing Services in Schools, v45 n4 p351-364 Oct 2014
Purpose: This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007) to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention intensity) was reported in the located empirically based applications with learners between birth and 23 years of age. Method: A systematic search located existing studies that implemented a milieu teaching intervention for children with developmental disabilities. Dosage data were then extracted from 42 studies along with study characteristics and participant characteristics. Results: Only 37.8% of empirical investigations provided a clear definition of treatment intensity and reported the full range of dosage parameters, thus making it difficult to compare the results across investigations. Of the investigations that reported on all dosage parameters, the majority were single-case design as opposed to group design studies. Conclusions: Given the limited reporting of dosage parameters in existing studies, there is a need for closer attention to reporting this information in early communication intervention protocols. Replication and customization of interventions for learners experiencing developmental disabilities will only be possible with additional empirical examination of dosage parameters.
American Speech-Language-Hearing Association (ASHA). 10801 Rockville Pike, Rockville, MD 20852. Tel: 800-638-8255; Fax: 301-571-0457; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Research; Information Analyses
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A