An Experimental Analysis of Milieu Language Intervention

1989 ◽  
Vol 54 (3) ◽  
pp. 448-461 ◽  
Author(s):  
Steven F. Warren ◽  
Linda M. Bambara
Keyword(s):  
Mental Retardation ◽  
Language Development ◽  
Baseline Period ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Experimental Control ◽  
Baseline Design ◽  
Spontaneous Imitation ◽  
Object Form ◽  
Interactive Play

The syntactic and pragmatic effects of a milieu language teaching intervention implemented to teach the action-object form were investigated. Subjects were 3 young children with borderline to moderate levels of mental retardation, all in the early stages of productive language development. After a prolonged baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Experimental control was demonstrated by a multiple baseline design across subjects. Generalization was measured along a variety of dimensions. Results indicated that subjects learned to generatively produce action-object combinations. These combinations were used in nonobligatory conversational situations as requests for objects/actions and as declaratives. Subjects also began to respond correctly to probe questions. The results support the conclusion that milieu training procedures can be used to enhance the acquisition and generative use of basic syntactic-semantic forms. The results also suggest that systemic adult commenting, child conversational "scaffolding," and spontaneous imitation may play significant roles for some children in the acquisition and generalization of language taught via a milieu approach.

Changes in the Generativity and Use of Semantic Relationships Concurrent With Milieu Language Intervention

1994 ◽  
Vol 37 (4) ◽  
pp. 924-934 ◽  
Author(s):  
Steven F. Warren ◽  
Gail E. Gazdag ◽  
Linda M. Bambara ◽  
Hazel A. Jones
Keyword(s):  
Mental Retardation ◽  
Language Development ◽  
Baseline Period ◽  
Language Intervention ◽  
Semantic Relationships ◽  
Interaction Styles ◽  
Milieu Teaching ◽  
Intervention Context ◽  
Target Probe ◽  
Interactive Play

Changes associated with a milieu language intervention implemented to teach productive semantic relationships (e.g., action-object combinations) were investigated. Subjects were 11 young children with borderline to moderate levels of mental retardation, all in the early stages of language development. Following a baseline period, each subject received three to four training sessions per week in a small group interactive play situation. Measures of generativity were analyzed via pre/post group comparisons. Concurrent with the intervention subjects showed substantial gains in their ability to generatively produce semantic relationships in the intervention context and across settings, adults, and interaction styles. Subjects also correctly responded to an increasing proportion of target probe questions in both the intervention and generalization settings. The results suggest that, for most of the subjects, milieu teaching was associated with enhanced generativity and use of semantic relationships.

Observational Learning of Comprehension Monitoring Skills in Children Who Exhibit Mental Retardation

1991 ◽  
Vol 34 (1) ◽  
pp. 141-154 ◽  
Author(s):  
Helen K. Ezell ◽  
Howard Goldstein
Keyword(s):  
Mental Retardation ◽  
Observational Learning ◽  
Multiple Baseline ◽  
Comprehension Monitoring ◽  
Learning Paradigm ◽  
Baseline Design ◽  
Moderate Mental Retardation ◽  
Message Type ◽  
Unfamiliar Word ◽  
Idiomatic Phrase

An observational learning paradigm was used to instruct 5 children with mild or moderate mental retardation to monitor their comprehension of inadequate instructions. Instructions were inadequate because of an interfering signal, an unfamiliar word, excessive length, or an unfamiliar idiomatic phrase. Subjects’ peers served as models during the training. A multiple baseline design across subjects and across instruction types was employed. All subjects learned to request clarification of the first three inadequate instructions; however, none of the children learned to request clarification of idiomatic phrases. Although all children eventually demonstrated observational learning, three children required feedback from the trainer before they began to request clarification for one or two of the instruction types. Two children generalized their requesting behavior to the interfering signal message type, suggesting that generalization may be likely to occur between similar message types. During posttesting all children generalized their requesting behavior when presented with two unfamiliar message types, sometimes using new question forms. Four of the 5 children also generalized their requesting behavior in sessions with their teachers 5–10 weeks later.

Generalized Effects of Enhanced Milieu Teaching

1994 ◽  
Vol 37 (6) ◽  
pp. 1320-1340 ◽  
Author(s):  
Ann P. Kaiser ◽  
Peggy P. Hester
Keyword(s):  
Preschool Children ◽  
Language Skills ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Language Delays ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Preschool Classrooms ◽  
Milieu Teaching ◽  
Enhanced Milieu Teaching

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children with significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic language intervention during play-based interaction sessions in the children's preschool classrooms. Children systematically increased their use of targeted language skills during the intervention sessions, and these changes were maintained when the treatment was discontinued. Generalized changes in children's communication resulting from the intervention were examined with untrained teachers, peers, and parents. Some generalization to untrained partners was observed for all children. Correlational analyses indicated that greater numbers of child utterances and greater diversity in vocabulary were associated with increased talking and mands for verbalization presented by partners.

Systematic Individualized Narrative Language Intervention on the Personal Narratives of Children With Autism

2014 ◽  
Vol 45 (1) ◽  
pp. 67-86 ◽  
Author(s):  
Douglas B. Petersen ◽  
Catherine L. Brown ◽  
Teresa A. Ukrainetz ◽  
Christine Wise ◽  
Trina D. Spencer ◽  
...  
Keyword(s):  
Personal Narratives ◽  
Children With Autism ◽  
Language Intervention ◽  
Multiple Baseline ◽  
Single Subject ◽  
Story Grammar ◽  
Baseline Design ◽  
Verbal Scaffolding ◽  
Narrative Language ◽  
Systematic Reduction

Purpose The purpose of this study was to investigate the effect of an individualized, systematic language intervention on the personal narratives of children with autism. Method A single-subject, multiple-baseline design across participants and behaviors was used to examine the effect of the intervention on language features of personal narratives. Three 6- to 8-year-old boys with autism participated in 12 individual intervention sessions that targeted 2–3 story grammar elements (e.g., problem, plan) and 3–4 linguistic complexity elements (e.g., causal subordination, adverbs) selected from each participant's baseline performance. Intervention involved repeated retellings of customized model narratives and the generation of personal narratives with a systematic reduction of visual and verbal scaffolding. Independent personal narratives generated at the end of each baseline, intervention, and maintenance session were analyzed for presence and sophistication of targeted features. Results Graphical and statistical results showed immediate improvement in targeted language features as a function of intervention. There was mixed evidence of maintenance 2 and 7 weeks after intervention. Conclusion Children with autism can benefit from an individualized, systematic intervention targeting specific narrative language features. Greater intensity of intervention may be needed to gain enduring effects for some language features.

The Efficacy of Script Contexts in Language Comprehension Intervention With Children Who Have Mental Retardation

1991 ◽  
Vol 34 (4) ◽  
pp. 845-857 ◽  
Author(s):  
Young Tae Kim ◽  
Linda J. Lombardino
Keyword(s):  
Mental Retardation ◽  
Preschool Children ◽  
Language Comprehension ◽  
Treatment Effects ◽  
Multiple Baseline ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Alternating Treatments Design ◽  
Comprehension Intervention

This study was designed to investigate the effects of script-based and nonscript-based treatment on the language comprehension of 4 preschool children with mental retardation. An alternating treatments design (ATD) in combination with a multiple baseline design was used to evaluate treatment effects. Treatments were comprised of three script routines and three nonscript activities. Two semantic constructions were selected for training and counterbalanced across subjects and treatments. Daily probes were administered to assess the effects of the treatments. The script-based treatment was more effective than the nonscript treatment in facilitating comprehension of the targeted semantic constructions in 3 of the 4 subjects.

Addiction-Focused EMDR Therapy in Gambling Disorder: A Multiple Baseline Study

2020 ◽  
Vol 14 (1) ◽  
pp. 46-59
Author(s):  
Marja van Minnen ◽  
Wiebren Markus ◽  
Eric Blaauw
Keyword(s):  
Gambling Disorder ◽  
Treatment Phase ◽  
Optimal Dose ◽  
Baseline Period ◽  
Self Control ◽  
Multiple Baseline ◽  
Interrupted Time Series Analysis ◽  
Baseline Phase ◽  
Baseline Design ◽  
Emdr Therapy

Eye movement desensitization and reprocessing (EMDR) therapy is an evidence-based treatment for posttraumatic stress disorder (PTSD). Preliminary findings suggest the application of an adapted, addiction-focused EMDR procedure, AF-EMDR therapy, may also be helpful in treating addictions, such as gambling disorder (GD). In this study eight participants with GD received AF-EMDR therapy, using modules from Markus and Hornsveld's Palette of EMDR Interventions in Addiction (PEIA). A multiple baseline design was used to investigate whether AF-EMDR therapy reduced gambling urge and increased experienced self-control. Six weekly AF-EMDR sessions (treatment phase) were preceded by a 3- to 7-week non-treatment baseline phase. During both phases, participants kept a daily diary. Visual inspection as well as an interrupted time series analysis demonstrated mixed findings. Results showed that three participants experienced spontaneous recovery during the baseline period, two did not respond to treatment, and three others showed improvements during the EMDR phase. No adverse effects were noted. In sum, AF-EMDR therapy may have potential in the treatment of gambling addiction. However, more research is needed regarding the efficacy, contra-indications, focus, and application as well as the optimal dose of AF-EMDR therapy using the PEIA modules.

Teacher Use of Diagnostic Questioning and Modeling in Language Development

1980 ◽  
Vol 3 (4) ◽  
pp. 17-27 ◽  
Author(s):  
Jo M. Hendrickson ◽  
Carole E. Stowitschek
Keyword(s):  
Language Development ◽  
Expressive Language ◽  
Multiple Baseline ◽  
Full Model ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Specific Language ◽  
Young Learners ◽  
Questioning Strategies ◽  
Open Question

The effects of two diagnostic questioning strategies on the acquisition of specific language responses of four handicapped preschoolers were investigated. Replication of effects was demonstrated using a within-subject multiple baseline design. Results indicated that the diagnostic questioning strategy using Full Model to Open Question was more efficacious for modifying the structure and content of young learners' expressive language repertoires than a strategy referred to as Open Question to Full Model.

Social Intervention for Adolescents With Autism and Significant Intellectual Disability: Initial Efficacy of Reciprocal Imitation Training

2013 ◽  
Vol 118 (4) ◽  
pp. 247-261 ◽  
Author(s):  
Brooke Ingersoll ◽  
Katherine Walton ◽  
Danielle Carlsen ◽  
Theresa Hamlin
Keyword(s):  
Social Engagement ◽  
Children With Autism ◽  
Multiple Baseline ◽  
Older Individuals ◽  
Baseline Design ◽  
Social Interventions ◽  
Adolescents With Autism ◽  
Reciprocal Imitation Training ◽  
Spontaneous Imitation ◽  
Reciprocal Imitation

Abstract Individuals with autism have difficulty with social skills across the lifespan. Few social interventions have been examined for older individuals with autism who also have significant intellectual disabilities (ID). Previous research suggests that reciprocal imitation training (RIT) improves imitation and social engagement in young children with autism. This study used a multiple-baseline design to examine whether RIT could improve social behaviors in four adolescents with autism and significant ID. All adolescents improved their spontaneous imitation and two improved their joint engagement. In addition, two adolescents decreased their rate of self-stimulatory behaviors over the course of treatment. Overall, these results suggest that RIT may be effective at improving social interaction and decreasing self-stimulatory behavior in adolescents with autism and significant ID.

Effects of Phonological Decoding Training on Children's Word Recognition of CVC, CV, and VC Structures

1996 ◽  
Vol 5 (1) ◽  
pp. 67-78 ◽  
Author(s):  
Kenyatta O. Rivers ◽  
Linda J. Lombardino ◽  
Cynthia K. Thompson
Keyword(s):  
Word Recognition ◽  
Multiple Baseline ◽  
Single Subject ◽  
Group Training ◽  
Complex Structures ◽  
Multiple Baseline Design ◽  
Baseline Design ◽  
Phonological Decoding ◽  
The Third ◽  
Letter Sound

The effects of training in letter-sound correspondences and phonemic decoding (segmenting and blending skills) on three kindergartners' word recognition abilities were examined using a single-subject multiple-baseline design across behaviors and subjects. Whereas CVC pseudowords were trained, generalization to untrained CVC pseudowords, untrained CVC real words, untrained CV and VC pseudowords, and untrained CV and VC real words were assessed. Generalization occurred to all of the untrained constructions for two of the three subjects. The third subject did not show the same degree of generalization to VC pseudowords and real words; however, after three training sessions, this subject read all VC constructions with 100% accuracy. Findings are consistent with group training studies that have shown the benefits of decoding training on word recognition and spelling skills and with studies that have demonstrated the effects of generalization to less complex structures when more complex structures are trained.

Development of Neural Structure and Function in Autism Spectrum Disorder: Potential Implications for Learning Language

2020 ◽  
Vol 29 (4) ◽  
pp. 1783-1797
Author(s):  
Kelly L. Coburn ◽  
Diane L. Williams
Keyword(s):  
Autism Spectrum Disorder ◽  
Language Development ◽  
Diffusion Tensor ◽  
Autism Spectrum ◽  
Language Intervention ◽  
Spectrum Disorder ◽  
Autistic Children ◽  
Neural Structure ◽  
Complex Information ◽  
And Function

Purpose Neurodevelopmental processes that begin during gestation and continue throughout childhood typically support language development. Understanding these processes can help us to understand the disruptions to language that occur in neurodevelopmental conditions, such as autism spectrum disorder (ASD). Method For this tutorial, we conducted a focused literature review on typical postnatal brain development and structural and functional magnetic resonance imaging, diffusion tensor imaging, magnetoencephalography, and electroencephalography studies of the neurodevelopmental differences that occur in ASD. We then integrated this knowledge with the literature on evidence-based speech-language intervention practices for autistic children. Results In ASD, structural differences include altered patterns of cortical growth and myelination. Functional differences occur at all brain levels, from lateralization of cortical functions to the rhythmic activations of single neurons. Neuronal oscillations, in particular, could help explain disrupted language development by elucidating the timing differences that contribute to altered functional connectivity, complex information processing, and speech parsing. Findings related to implicit statistical learning, explicit task learning, multisensory integration, and reinforcement in ASD are also discussed. Conclusions Consideration of the neural differences in autistic children provides additional scientific support for current recommended language intervention practices. Recommendations consistent with these neurological findings include the use of short, simple utterances; repetition of syntactic structures using varied vocabulary; pause time; visual supports; and individualized sensory modifications.

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