Note:

This brochure is
designed to be
printed. You should
test print on regular
paper to ensure
proper positioning
before printing on
card stock.
You may need to
uncheck Scale to Fit
Paper in the Print
dialog (in the Full
Page Slides
dropdown).
Check your printer
instructions to print
double-sided pages.
To change images
on this slide, select a
picture and delete it.
Then click the Insert
Picture icon
in the placeholder to
insert your own
image.
To change the logo
to your own, right-
click the picture
replace with LOGO
and choose Change
Picture.
Am I Doing it Right?
References
HEATHER BROWNFIELD
TEACHING
CHILDREN
LANGUAGE
Hancock, T. B., & Kaiser, A. P. (2002). The
effects of trainer-implemented enhanced
milieu teaching on the social
communication of children with autism.
Topics in Early Childhood Special
Education, 22(1), 39-54
Hemmeter, M. L., & Kaiser, A. P. (1994).
Enhanced milieu teaching: Effects of
parent-implemented language
intervention. Journal of Early
Intervention, (3), 269-289.
Kaiser, A. P., Hancock, T. B., & Nietfeld, J.
P. (2000). The effects of parent-
implemented enhanced milieu teaching
on the social communication of children
who have autism. Early Education &
Development, 11(4), 423-446.
Olive, M. L., Cruz, B., Davis, T. N., Chan, J.
M., Lang, R. B., O'Reilly, M. F., & Dickson,
S. M. (2007). The effects of enhanced
milieu teaching and a voice output
communication aid on the requesting of
three children with autism. J Autism Dev
Disord, 37, 1505-1513.
Peterson, P., Carta, J. J., & Greenwood, C.
(2005). Teaching enhanced milieu
language teaching skills to parents in
multiple risk families. Journal of Early
Intervention, 27(2), 94-109.
Picture retrieved from:
http://www.guildofstagnes.org/childcare
-daycare-parent-involvement.html

My child began the
communication
My child requested an object
I recognize my child wants
something (You want the ball?)
I wait for my child to respond
(make a sound, say a word, point,
etc.)
I expand on my childs response
(I want the ball, Ball, please, etc.)
I give the child the item they
wanted
Note:
This brochure is
designed to be
printed. You should
test print on regular
paper to ensure
proper positioning
before printing on
card stock.
You may need to
uncheck Scale to Fit
Paper in the Print
dialog (in the Full
Page Slides
dropdown).
Check your printer
instructions to print
double-sided pages.
To change images
on this slide, select a
picture and delete it.
Then click the Insert
Picture icon
in the placeholder to
insert your own
image.
To change the logo
to your own, right-
click the picture
replace with LOGO
and choose Change
Picture.
Why is it Important?
This strategy has been used with many
children and has been proven to be
successful. Parents who have used this
intervention noticed the amount of
language their child used increased
and their ability to communicate and
have a conversation also increased.
Children are more likely to learn and
use language when it is meaningful to
them. Once they start to learn that
language and communication gets
their needs met, they will start to use
it more often. Parents can have a big
effect on their childs language. By
showing interest in what your child is
doing/saying and responding to them,
you are teaching your child that their
language is meaningful and that when
they are communicating, you will listen
and respond.
How do I do it? How do I know if it is
Working? Place toys, cups, etc. out of
reach of your child. Put items in
containers they cannot open.
Doing this will mean your child
will have to come to you for
help.
Your child will request an object
(this can be with words/sounds,
or pointing)
Recognize that your child wants
something (say, You want the
ball?)
Wait for your child to respond
(they may make a sound, say
the name of the item, point,
etc.)
Expand on your childs response
(I want the ball, Ball, please,
etc.)
End on a positive note (give
your child the item they
wanted)
This intervention encourages social
communication (conversations),
turn-taking (taking turns in
conversation and during play), and
also encourages children to start a
conversation with you.
*This strategy should be used in
situations that occur naturally
(during meal times, during bath
time, while your child is playing,
etc.). It also should include the
childs interests (put toys and
items you know they would want
out of reach) and they should start
the communication.

Before starting the intervention,
observe your child and take note
of the kind of language and
communication your child is using
(what words and/or sounds are
they using, are they pointing to get
things, do they seek you for help,
how often are they doing these
things, etc.)
Set goals for your child
-I want my child to use 2 words
to ask for something or to
describe something (want
ball, ball, please, red ball,
bounce ball, dog runs, etc.)
-I want my child to use words
more often
-I want my child to use words
more often without an adult
having to ask them to say
something
While you are using the strategy
take note of the childs language
and communication, again.
Look back at your notes from the
beginning, what has changed?
Has your child met the goals you
set for them? Are they
communicating more? Etc.

*See table provided