Project Activities
Structured Abstract
Setting
Sample
Research design and methods
Control condition
Key measures
Data analytic strategy
People and institutions involved
IES program contact(s)
Products and publications
Products: Researchers will provide evidence on whether: parent-plus-therapist implemented EMT improves language development, as well as children's behavior and social skills, over time; certain child characteristics measured at pre-treatment moderate language development for children; a relationship exists between parent support for language development and subsequent children's language development; there are corollary effects of participation in parent-plus-therapist-implemented EMT on parents and, if so, what the nature of the effects are; and, if fidelity standards developed in previous studies can be achieved for parent and therapist implementation of EMT in this study. Researchers will also provide a review of the costs of EMT when compared to business as usual in the community.
Book chapter
Kaiser, A.P. (2014). Using Single Case Designs in Comprehensive Programs of Research. In T. Kratochwill, and J. Levin (Eds.), Single-Case Intervention Research: Methodological and Statistical Advances (pp. 309-323). Washington, DC: American Psychological Association.
Journal article, monograph, or newsletter
Kaiser, A.P., and Roberts, M.Y. (2013). Parents as Communication Partners: An Evidence Based Strategy for Improving Parent Support for Language and Communication in Everyday Settings. Perspectives on Language Learning and Education, 20(3): 96-111. doi:10.1044/lle20.3.96
R?oberts, M.R., Kaiser, A.P. Wolfe, C., Bryant, J., and Spidalieri, A. (2014). Effects of the Teach-Model-Coach-Review Instructional Approach on Caregiver use of Language Support Strategies and Children's Expressive Language Skills. Journal of Speech, Language, and Hearing Research, 57(5): 1851-1869. doi:10.1044/2014_JSLHR-L-13-011
Roberts, M., and Kaiser, A. (2012). Assessing the Effects of a Parent-Implemented Language Intervention for Children With Language Impairments Using Empirical Benchmarks: A Pilot Study. Journal of Speech, Language, and Hearing Research, 55: 1655-1670 . doi:10.1044/1092-4388(2012/11-0236)
Roberts, M.Y., and Kaiser, A.P. (2011). The Effectiveness of Parent-implemented Language Interventions: A Meta-analysis. American Journal of Speech-Language Pathology, 20(3): 180-199. doi:10.1044/1058-0360(2011/10-0055
Supplemental information
This efficacy trial is designed to examine the effects of therapist-plus parent implemented Enhanced Milieu Teaching (EMT) on young children 24–36 months of age with significant delays in expressive and receptive language. EMT is a conversation-based model of early language intervention that uses child interest and initiation as opportunities to model and prompt language use in everyday contexts. EMT is a well-established intervention for facilitating language and communication skills in young children with cognitive impairment; however, the effects of EMT on language-delayed children who do not have significant global cognitive impairments have not been examined in an efficacy trial. The study will test whether EMT can be effective in remediating language delays and preventing the development of secondary impairments.
Parents are taught to use EMT at home during 24 individual training sessions led by an experienced therapist. Standardized written and verbal information, modeling through therapist demonstration, role playing, video examples, viewing video of previous sessions, therapist feedback and support, and evaluation of child progress are used to teach parents the EMT procedures.
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