Hybrid Telepractice Delivery of Enhanced Milieu Teaching: Effects on Caregiver Implementation and Child Communication

Autor/inn/en	Quinn, Emily D.; Kaiser, Ann P.; Ledford, Jennifer
Titel	Hybrid Telepractice Delivery of Enhanced Milieu Teaching: Effects on Caregiver Implementation and Child Communication
Quelle	In: Journal of Speech, Language, and Hearing Research, 64 (2021) 8, S.3074-3099 (26 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Quinn, Emily D.) ORCID (Kaiser, Ann P.) ORCID (Ledford, Jennifer)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
Schlagwörter	Teaching Methods; Communication Skills; Language Impairments; Developmental Delays; Toddlers; Intervention; Caregiver Role; Correlation; Accuracy; Incidence; Program Effectiveness; Telecommunications; Early Intervention; Children; Young Children; Motor Development; Cognitive Ability; Mothers; Grandparents; Parent Role; Language Skills; Oregon (Portland); Mullen Scales of Early Learning; Preschool Language Scale; MacArthur Communicative Development Inventory; Child Behavior Checklist + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Kommunikationsstil; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Entwicklungsverzögerung; Infant; Infants; Toddler; Kleinkind; Korrelation; Vorkommen; Telekommunikationstechnik; Child; Kind; Kinder; Frühe Kindheit; Motorische Entwicklung; Denkfähigkeit; Mother; Mutter; Großeltern; Parental role; Elternrolle; Language skill; Sprachkompetenz
Abstract	Purpose: This study investigated the effects of enhanced milieu teaching (EMT) on caregiver implementation of language support strategies and child communication skills using a hybrid telepractice service delivery model. Method: Four caregivers and children with language delays aged 18-27 months participated in a multiple baseline across behaviors single-case research design. The therapist provided EMT to each caregiver-child dyad using a hybrid telepractice service delivery model with approximately 40% in-person and 60% telepractice sessions. Caregivers were taught to use five EMT language support strategies: matched turns, target talk, expansions, time delays, and milieu teaching episodes. Caregiver instruction followed the Teach-Model-Coach-Review approach. Caregiver outcomes were two measures of EMT implementation fidelity, accuracy, and frequency of EMT strategy use. Accuracy was measured by the percentage of spoken turns in which caregivers used each strategy correctly. Frequency was measured by the number of spoken turns in which caregivers used each strategy correctly. Child outcomes were number of communication acts, weighted count of communication acts, and number of different words. Results: There was a functional relation between the intervention and the accuracy of EMT strategy use for all four dyads, and the frequency of strategy use for three dyads. Caregiver use of EMT strategies maintained for 6 weeks post-intervention. After caregivers learned EMT strategies, gradual increases in the number of communication acts, weighted count of communication acts, and number of different words occurred for three children. Conclusion: Results demonstrate the preliminary efficacy of using a hybrid telepractice service delivery model to teach caregivers EMT language support strategies. (As Provided).
Anmerkungen	American Speech-Language-Hearing Association. 2200 Research Blvd #250, Rockville, MD 20850. Tel: 301-296-5700; Fax: 301-296-8580; e-mail: slhr@asha.org; Web site: http://jslhr.pubs.asha.org
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01