Language Strategies Key Features Assignment: EMT Name: Anastasia Selkirk

Author/ Research Participants Settings Implementers Independent Dependent Results Social

Citation Question Variable Variable Validity/Usability
Hancock, T. 1. Study 1.Four 1.Univers 1. Intervention 1.Expansions: 1. Increase 1.All 1. Help increase
B., & the effects preschool ity-based Specialist Adult utterance child’s children language output in
Kaiser, of Milieu children and clinic 2.Parents of that follows the productive increase children, which can
A. P. teaching on their mothers setting the target child child’s language d in their help to improve
the social 2. All 2.Assess utterance, 2. Two-word frequenc relationships with
(2002).
communica Children ment of embeds the utterance to y of total peers, and family
The tion skills were generaliz child’s multi-word utteranc members.
effects of diagnosed ation utterance into a sentences es from
of preschool with autism took more complete with baseline
trainer- children or had autism place in form meaning. to
implem with like the 2.Turn Ratio: intervent
ented autism. characteristic family Calculated by ion.
enhance s. homes. dividing the
d milieu adult turns by
teaching the child’s turn
on the (larger than 1
means there
social
were more
commu adult turns,
nication smaller number
of means there
children more child
with turns)
autism. 3.Not
Topics following the
in Early child’s lead:
Childho Adult verbal
od behavior that
does not
Special
directly relate
Educati to child’s topic
on, 22(1 of the ongoing
), 39– behavior (Talk
54. to child about
https://d outside
oi.org/1 activities)
0.1177/ 4.Pause
 027112 Errors: Three
140202 or more
200104 consecutive
adult utterances
without at least
a 3-second
pause for a
child response.
5. Responsive:
Adult
verbalization
that follow a
child utterance,
meaningful to
child, directly
related to the
child’s topic.
6. Talk at the
child’s target
level: Adult
utterance that
included
examples of
the child’s
target classes
and were
slightly longer
than child’s
current level of
language.
HEMMETER 1.Effects of 1.Four 1. Parent 1. Intervention 1. 1. Increase 1. 1. Demonstrates that
, M. L., training parent-child training Specialist Environmenta intentional Parents parents can be taught
& four dyads. and 2. Parents of l (meaningful, continue these interventions,
KAISE parents on -Three boys, parent- the target child Arrangement: verbal d to use and implement in
using the one girl child Moving items communicati strategie multiple settings and
R, A. P.
EMT -Three interactio in a way that on, s that routines.
(1994). strategies mothers, One n requires the conscious were 2. Parents enjoyed
Enhance with their father. sessions child to request communicati above being part of the
d milieu child who took and on) between the process and
teaching was noted place in a communicate the child and baseline interventions.
. Journa to have a small their needs and the adults. amount. Allowed them to
l of developme playroom wants. 2. Increase 2. Some spend more time with
 Early ntal delay. in the 2. Responsive communicati variabilit their child.
Interven 2.How will John F. Interactions: on across y in how
tion, 18( having Kennedy Interactions different often the
3), 269– parents Center with the child environment parents
trained in 2. that expands on s. used the
289.
EMT Generaliz what the child 3. Frequency EMT
https://d impact the ation communicated. of strategie
oi.org/1 child’s sessions -Child shows spontaneous s.
0.1177/ communica took the adult a child
105381 tion with place at baby doll and utterances.
519401 peers and the the adult
800303 the family family’s responds with
members. homes. the baby being
fed.
3. Incidental
Teaching:
Using the
child’s interests
and natural
environment to
enhance
opportunities
for child to
communicate.
4.
Generalizatio
n: Ability for
skills to be
transferred
across multiple
environments.
Kaiser, A. P., 1.Compare 1. 77 children 1. 1. Parents of 1. 1. Child 1. No 1. Shows parents that
& differences and their Conducte the target Environmenta responds to child intervention
Roberts, between parents d in a children. l the adult language implemented by the
M. Y. parents and 2. small arrangement: when differenc adults were just as
therapist Development room Arrange prompted. es effective and
(2013).
implemente al Specialists with environment to 2.Increase between beneficial to the
Parent- d EMT child- set up an language groups intervention provided
implem strategies sized environment to between the for any by a specialist.
ented to just furniture promote child- parent and strategie
enhance therapist at a local adult target child. s.
d milieu implemente universit interactions.
teaching d EMT y. Increase the
with strategies 2. All the likelihood the
prescho on sessions child will
ol language were initiate the
skills of recorded conversation
children
individuals and with the adult.
who with down videotape 2. Responsive
have syndrome d. interactions:
intellect and Model specific
ual children on language
disabilit the targets
ies. Jou spectrum. appropriate to
rnal of the child’s skill
Speech, level in
Langua response to the
ge, and child’s
communication
Hearing
and connected
Researc to the child’s
h, 56(1), play and focus
295– of interest.
309. 3.Specific
https://d language
oi.org/1 modeling:
0.1044/ Model specific
1092- language
4388(20 targets
12/11- appropriate to
the child’s skill
0231)
level in
response to
child’s
communication
and connected
to the child’s
place and focus
of interest.
4. Milieu
Teaching
Prompts:
Respond to
child requests
 with prompts
for more
language that is
at the child’s
skill level and
goals.
Roberts, M. 1.Study the 1. Children 1.Baselin 1. 1.Matched 1. Child 1. This 1. Caregivers/Parents
Y., effects of between 24- e and Developmental turns: Adult language model can embed these
Kaiser, the teach- 42 months interventi Specialist verbal or will increase increase strategies into daily
A. P., model- old. on 2.Caregivers/ nonverbal and become d EMT routines and activities
coach- 2.Caregivers sessions Parents of the communication more language which allows for
Wolfe,
review of the child. were held target child in response to complex and strategie more communication
C. E., approach in a child’s accurate. s by between the adult and
Bryant, on clinic communication 2. Child will caregive child.
J. D., & caregivers room. . respond to rs
Spidalie using 2. 2.Expansions: the 2. When
ri, A. M. different Sessions Adding one or caregivers in these
(2014). EMT were two content a manner strategie
Effects strategies. recorded words to the that makes s were
of the and child’s sense. used the
teach- videotape previous commun
model- d. utterance to ication
make sure the from the
coach-
sentence is child
review accurate and increase
instructi correct. d.
onal 3. Time
approac delays: Adult
h on attempts to
caregive encourage
r use of verbal/nonverb
languag al
e communication
support from the child.
4.Assistance:
strategie
Creating a
s and situation where
children the child will
’s need the help
expressi of an adult,
ve making them
languag have to request
 e for assistance.
skills. J 5. Inadequaye
ournal portions:
of Providing a
small portion
Speech,
of desired toys,
Langua food or item.
ge, and 6. Choice
Hearing making:
Researc Holding up two
h, 57(5), or more objects
1851– as options and
1869. allowing the
https://d child to make a
oi.org/1 choice on
0.1044/ which one they
want.
2014_jsl
6. Waiting
hr-l-13- with a Cue:
0113 Making a look
that shows that
you are waiting
for a response
from the
child(Raised
eyebrows, eye
contact)

1.Primary 1. 6 1.Observ 1.Classroom 1.Enviroment 1. 1.All six 1.EMT is a strategy

1. Kaiser, A. and Targ ations teachers al Communicat children that can be
P., & generalized et were 2.Development Arrangement: ion between showed generalized across
Hester, impacts of child complete al Specialist selecting the child and increase multiple settings
P. P. EMT on ren d in the 3.Parents/ materials of adult can be s in their allowing for more
(1994). children 2. 6 child’s Caregivers interest, and generalized language opportunities to
Generali with peers preschool arranging to across many skills in communicate and
significant of classroo promote settings and and expand language.
zed
language target m requests from routines. outside
effects delays. child the child. of the
of ren 2.Responsive classroo
enhance 3. paren Interaction ms.
d milieu ts of Strategies:
 the Following the
teaching target child’s lead,
. Journa child balancing
l of 4. Thre turns, maintain
e child’s topic of
Speech,
teach interest,
Langua ers matching the
ge, and and child’s
Hearing EMT complexity
Researc traine level,
h, 37(6), rs. expanding and
1320– repeating child
1340. utterances,
https://d using
oi.org/1 nonverbal/verb
0.1044/j al responses to
respond to the
shr.3706
child.
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