Beth Lattime, M. Ed Kent State University
Introduction
Kaiser &
Roberts,
2013
Wright et.
al, 2013
Hemmeter
& Kaiser,
1994
Purpose of
Research
Main Findings
To examine
differences in
using MT
strategies by
therapists vs
therapist w parent
MT trained.
Parents/therapists
combined saw greater
gains in children’s levels
of communications both
in clinical and home
settings.
To package MT
strategies with
joint attention,
emotional
regulation, and
symbolic play
Joint attention along
with spontaneous and
prompted word usage
increased. Symbolic play
showed no increase.
To determine
effectiveness of
parents trained in
MT for their child
Parent satisfaction from
performance feedback,
coaching through video,
role play, and play
interactions.
Ingersoll
To determine
et. al, 2012 effectiveness of
MT with children
with Autism.
Setting:
•
The research takes place in the home.
Intervention & Coaching Strategies (IV)
•
Mom views a 40-60 second video clip of her play with her son.
•
Milieu teaching strategies of responding, asking open ended questions, imitating, expanding,
praising, and referencing are then gradually presented to mom through follow up coaching
segments.
•
Coaching included demonstrating techniques, role playing, and defining strategies that mom
should emphasize in next play interaction.
•
Five minute play interaction occurs between mom and son with 2-3 strategies emphasized to
mom.
Parent Dependent Variables (DV)
• Questions—what, why, how questions are asked to provoke child response beyond rote or yes/no
levels.
•
Imitation-copy child’s vocal/physical actions.
•
Expansion- Add verbal to imitation attempts.
•
Reference-Label aspects of play interaction.
•
Response- reaction to child led play in an
attempt to get another child reaction.
•
Child Dependent Variables (DV)
• Vocalizations-any sound made as an attempt by child
• to provoke play interest directed at adult.
•
Children made gains in
both prompted and
spontaneous
communication.
Praise-positive physical and/or vocal sign.
•
•
•
Approximations-attempt at a word
and is more sophisticated in sound
than a vocalization but is not a complete word.
Words-recognizable vocabulary used by child
to communicate with mom
Sentences-Words strung together as two
or more to communicate detailed point.
60
CHILD LED PARENT COMMUNICATION
CHILD INITIATED COMMUNICATION
50
Frequency
Citation
Participants :
Mother
• 40 years old of low SES
Child
• 2.5 year old son with developmental delays
• Largest deficit areas: speech and gross motor
• Caregivers have a tremendous impact on shaping the
communication interaction they have with their child.
The mother in this study responded more to her child as
she was coached in Milieu Teaching Strategies. Her
child greatly increased his initiated communication
during play.
• Waiting for children to make choices and responding to
their vocalizations is a critical component to a more
enriching play experience (Hemmeter & Kaiser, 1994).
• Setting up play is also a main component in the type of
communication that may occur for a child. The child in
this study showed varied types of communication based
upon their play actions
• The child responded in a rote fashion to the parent, by
providing basic familiar answers during parent led play
(i.e. Child says the number “one” when mother draws
“1”). The mother in this study reshaped her
communication to allow her child to take the lead of
their play and his communication. The dyad was
pushed out of their comfort zone and became more
empowered as a result.
40
30
20
10
0
0
2
4
6
8
5 Minute Mother/Son Play Sessions
80
Frequency of Communication
The current study examines the following:
• If parents are effectively coached in Milieu
Teaching Strategies, will immediate gains in
child initiated communication occur?
Research Methods
Results
Milieu Teaching Strategies are used to increase
both verbal and nonverbal communication
interactions of children with language delays.
• Parents who follow their child’s lead see
greater increases in both verbal and nonverbal
communication from their children.
• Siblings trained in using question prompts with
their younger brothers with language delays
increase their overall vocalizations and play
interactions (Hancock & Kaiser, 1996).
• Structured play verses free play generate
varied types of increased communication
opportunities for children and their caregivers.
• Building in wait time and asking open ended
questions empowers to take ownership of their
communication experience.
Discussion
10
TOTAL CHILD COMMUNICATION
CHILD INITIATED COMMUNICATION
70
60
50
40
30
20
10
0
1
2
3
4
5
6
7
8
5 Minute Mother/Son Play Sessions
9