Mira Vainisi

Authors Question Participa Settin Implem IV DV Results Social

nts gs enters Validity

Ann P. Compare the 77 Clinic parents EMT change in There are benefits to High,
Kaiser a effects of children and and intervention or norm-referen training parents to detailed
and enhanced and in-hom therapist parent and emt ced implement description,
Megan Y. milieu primary e EMTS intervention standardized naturalistic language larger
Roberts a teaching caregivers interventions measures of intervention sample
(EMT) (a) age at like: child strategies with size. clear
implemented screening (a) language preschool children data
by parents between environmental who have ID and
and 30 and 54 arrangement: significant language
therapists months, placing toys impairments
versus (b) child can’t
therapists nonverbal reach without
only on the IQ help
language between (b) responsive
skills of 50 and 80 interaction,
preschool as (c) specific
children with (c) total language
intellectual language modeling and
disabilities standard expansions
disorders score< (d) milieu
11th teaching prompt
percentile
on the
Preschool
Language
Scale,
(d) a mean
length of
utterance
(MLU)
between
1.00 and
2.00
(e) at least
10
productive
words
observed
during
language
sample,
(f ) ability
to verbally
imitate
seven of
10 words
during an
imitation-s
creen
 Veronica What are the four 2- to In Veronica The word a functional relation The study
Y. Kang effects of 4-year-old Homes Y. Kang independent approximatio between the had some
and enhanced females -doctoral variable was ns intervention package limitations.
Sunyoun milieu with candidat EMT-based play and the number of First, the
g Kim teaching language e preceded by target word duration of
with book delay. in book reading approximations. In maintenanc
reading on special that introduced summary, e varied
the use of educatio the five target EMT-based play from 1
word n words. Book preceded by book to 15 weeks
approximati -board reading took reading to introduce across the
ons in four certified place prior to the five target words four
2- to behavior the EMT-based increased children’s children.
4-year-old analyst play for 5 min, use of word Future
females with and then EMT approximations to research
language -master’ was the target words. could
delay. s degree implemented extend and
in during a 10-min complete
special play. The book the
educatio presented the consistent
n. target words as measureme
-10 texts and nt of
years of images. maintenanc
experien The e data for
ce interventionist all
working verbally read participants
with the text in the . Second,
children book 1 time the
with or while sitting intervention
at risk of next to and and data
DD slightly behind collection
- the child. No occurred
impleme additional during play
nted modeling or only and
EMT for prompting was the
3 years provided. generalizati
through If the child on data
two used any word across
previous approximations activities or
studies during the book settings
(Kim & reading, the were not
Kang, interventionist collected.
2021; repeated the Generalizat
Kim et word ion of the
al., approximation learned
2020) and continued behaviors
reading the across
book out novel
loud.The settings,
interventionist routines,
used four main and
components of individuals
EMT during may be
play: meaningful.
environmental Third, the
arrangement- intervention
placing the was
designated play implemente
materials in d by the
front of the researcher.
child Future
in the research
designated play could
consider the
area and implementa
removing any tion by
family
other materials
members
to prevent with whom
distractions young
children
responsive spend the
interaction- majority of
following their time
in their
child’s lead: home
allowing the settings.
child to choose
and explore the
objects within
the designated
play materials
and (b)
mirroring and
mapping:
narrating and
imitating the
child’s action
language
modeling-
interventionist
saying the target
word
approximation
(e.g., “bah,
bubbles”) and
giving child
access to the
object (e.g.,
bubble
 container)
immediately
milieu teaching
four types of
prompts in the
order of the
least supportive
to the most
supportive
prompts (i.e.,
least to most
prompts): time
delay,
open-ended
question,
choice question,
and mand.

PAIGE Does Four Clinician delivering parent ability The present study Changes in
K. enhanced parent-chil Telepr to parent EMT training to apply showed positive speech
ELLIS1 , milieu d dyads actice via telepractice EMT, child effects for parents’ intelligibilit
NANCY teaching were enviro (TMCR) language use of trained EMT y
J. with recruited nment. TEACH: The response þ PE strategiesAll as rated by
SCHERE phonological through Trainin teach (speech children in the study the parents
R2 & emphasis the local g component production, showed mean gains indicated
KARI M. (EMT þ PE) cleft and session included an language in target word PCC improved
LIEN3 parent craniofaci s were hourlong skills) during the scores
training al team, 30 workshop in the intervention of
intervention and social minute clinic in which 7%–18%.Vocabulary
delivered media s in the caregiver acquisition was the
through support duratio educator (a) focus of this
telepractice groups for n. defined the intervention and all
impact parents of Parent language children made gains
parent children s were support strategy, in TNW and NDW
implementati with trained (b) provided a during the
on, child CPþ/-L(a) throug rationale for intervention
speech diagnosis h each component
outcomes, of cleft Power of the strategy,
and child palate Point (c) described
language with or present how to do the
outcomes. without ations strategy, (d)
lip; (b) on showed video
age each examples of the
between strateg strategy, and (e)
28 and 54 y, with answered
months at video caregiver
the start of demon
interventio stratio questions about
n; (c) ns the strategy.
primary includ
palate ed EMT:
surgery (teach- Matched turns.
completed model) Matched turns
by 18 . were defined as
months of Demo adult verbal or
age; (d) nstrati nonverbal
home on communicative
language video turns that
is English; clips immediately
(e) normal were followed
cognitive taken (within 2
functionin from a seconds) a child
g, as prior communicative
demonstra parent turn and were
ted by trainin contingent to
scoring in g study the child
the with communicative
average permis turn.
range on sion Expansions
the Primar from were defined as
Test of the (a) adding one
Nonverbal parents or two content
Intelligenc words to the
e child’s previous
utterance, (b)
replacing a
word in the
child’s previous
utterance to
make it
grammatically
correct, or (c)
changing the
verb tense in the
child’s previous
utterance to
make it
grammatically
correct.
Time delays
were defined as
adult attempts
to elicit verbal
and nonverbal
requests from
the child and
label these
requests with
specific target
language.
 Time delay
strategies: (a)
Assistance, (b)
Inadequate
Portions, (c)
Choice Making,
(d) Sabotage, (f
) Silly Situation,
and (g) Waiting
With a Cue.
Assistance was
defined as
creating a
situation in
which the child
needs the
adult’s help
(e.g., putting a
lid on a
container that
the child is
unable to take
off
independently).

Milieu
prompting
episodes were
defined as
sequences of
adult prompts in
response to a
child verbal or
nonverbal
request.

What are the 3 male small female The Number of A moderate -Although
LAURE effects of school playro intervent interventionist different functional relation this study
N H. therapist-im aged om at ionist engaged with words and was demonstrated meets the
HAMPT plemented South the with the child in spontaneous between the standards
ON enhanced African school masters play, utterances introduction of EMT for multiple
milieu children the degree, implement-ing from children and increases in (1) baseline
MICHA teaching with ASD boys years of all of the the number of design
L (EMT) on attende experien EMTcomponent different words and (Kratochwil
HARTY the diversity d ce and s including: (2) the number of l et
ELIZAB and research, (a)following the spontaneous al.,2010),
ETH A. frequency of speech child’s lead and utterances used by the results
FULLER spoken patholog interests in play each participant. should be
& language of y and Some evidence of considered
ANN P. three communication, generalization to in light of
KAISER children with (b) responding novel partners and several
ASD in to all of the contexts was limitations.
South Africa child's verbal observed. First, the
and nonverbal procedures
communication were
attempts, implemente
(c)modeling d in a
target-level clinic-like
language setting with
(1-word level a limited
for all three assessment
participants), of
(d) mirroring generalizati
(imitating) on of the
playactions and effects of
mapping the
(describing) intervention
those actions to other
with target contexts
language, (e) -due to
expanding the limited
child’s availability
communi-cation of native
by repeating it trans-scribe
and adding one rs, we
content word,(f) selected
using time verification
delay rather than
procedures to reliability
elicit for the
communica-tion transcriptio
with nonverbal n of the
cues and (g) session
using milieu data.This
prompting process was
procedures to necessary
teach new to ensure
language the child’s
(Kaiser&Hampt accent and
on,2016). anynon-En
glish words
were not
misinterpret
ed by the
coders who
were not
native
South
Africans.-T
here was
variability
in the
stability
and
magnitude
of effects of
the
intervention
across
 chil-dren. It
is not clear
if this
variability
was the
result of
individual
child
characterist
ics or
differences
in the
consistent
delivery of
the
intervention
.

Hatcher What are Four the The first Training four Parents Results show Procedural
and page the effects parent–c home author, parents from successful there was a fidelity
of training hild s of a low-socioecono or functional data were
four dyads the certified mic unsuccessf relation between collected
parents were parent SLP environments to ul the brief during all
from recruited and trained use Enhanced implementat parent-implemente experimen
low-socioec for this child in EMT Milieu Teaching ion of these d tal
onomic study partici with 13 (matched strategies language procedure
environmen through a pants. years of turns, and child intervention s across
ts university Sessi experie expansions, language training and parent all
to use -based ons nce time delays, measures use of conditions.
Enhanced speech–l were working and milieu from pre- four specific EMT
Milieu anguage condu with prompting) and strategies when
Teaching pathology cted children post-interve the intervention
(EMT) with clinic, a in an with LI, ntion was delivered to
their young public area served language parents from
children school of the as the samples low-SES.
with preschool home interven using SALT
language program, deem tionist analysis
delay. and a ed by for each software-Pa
local the parent– rents’ use of
Head caregi child four EMT
Start ver as dyad language
program most over the support
located in repres course strategies
the East entati of the (matched
Central ve of study. turns,
United where Three expansions,
States the second- time delays,
child year and milieu
typical graduat prompting)
ly e served as
prefer student the
red to s in dependent
play speech variables.
during –langua When
the ge parents
day. patholo reached or
Locati gy were exceeded
ons trained predetermin
in the as ed criterion
home researc levels for a
s h strategy for
identifi assistan three
ed by ts; two consecutive
the of these sessions,
parent student the
s s were interventioni
were involved st began
either in training on
a transcri the next
living bing EMT
room languag strategy.
e
sample -Matched
s, and turns were
the taught first
other and defined
assisted as adult
with verbal
treatme communicat
nt ive turns
fidelity that
data. immediately
(within 3 s)
followed a
child
communicat
ive turn
(verbal or
nonverbal).
-Time delay
strategies
were
defined as
nonverbal
strategies
including
expectant
waiting, to
encourage
the child to
verbally
or
nonverbally
request and
included
(a)needing
help, (b) not
enough, (c)
giving a
choice, and
(d) waiting
in a routine.
-Milieu
teaching
prompts
were
defined as
adult verbal
responses
to the
child’s
attempt at
communicat
ion. For
example,
These
prompts
consisted of
asking
open-ended
questions,
asking
choice
questions,
or using
“say”
prompts.