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| Enhanced Milieu Teaching: A Hybrid (and Behavioral) Approach to Communication Intervention |
| Tuesday, May 31, 2005 |
| 10:30 AM–11:50 AM |
| Stevens 1 (Lower Level) |
| Area: DDA; Domain: Applied Research |
| Chair: Melissa L. Olive (University of Texas, Austin) |
| CE Instructor: Melissa L. Olive, Ph.D. |
| Abstract: This symposium will focus on the use of Enhanced Milieu Teaching (EMT) as a powerful communication intervention for young children with autism and other related developmental disabilities. EMT is comprised of 3 behavioral features: environmental arrangement, contingent reinforcement, and specific behavioral prompting called milieu teaching. EMT has been demonstrated to increase children’s vocabulary development and sentence length in children with language delays, including children with autism. The first paper will review the literature on several popular communication intervention strategies (e.g., Verbal Behavior, Milieu Teaching, Hanen, etc). The second paper will present the results of a study where parents were taught to implement Milieu Teaching to their young children. The third paper will present the results of a study where day care providers were taught to implement Milieu Teaching. The fourth and final paper will present the results of a study examining the effects of using Milieu Teaching to teach children to use voice output communication aids. |
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| Critical Review of the Communication Intervention Literature |
| HSIAOYING CHEN (University of Texas, Austin), Melissa L. Olive (University of Texas, Austin) |
| Abstract: This paper will review the empirical evidence of several popular communication interventions in the field. These include Verbal Behavior, The Hanen Project, Milieu Teaching, and Augmentative and Alternative Communication (AAC). Each intervention will be described and then a brief summary of the research results will be presented. |
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| The Effects of Training Korean Mothers to Implement Enhanced Milieu Teaching |
| HYUNG-MEE KIM (University of Texas, Austin), Melissa L. Olive (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: This paper will review the results of a study where 4 Korean mothers were trained to use EMT with their preschoolers with language delays and/or autism. We analyzed our results using a multiple probe design across participants. All participants demonstrated an ability to implement the intervention and all children showed positive changes in their communication. Three of the 4 children generalized their communication to another adult. |
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| The Effects of Training Child Care Providers to Implement Enhanced Milieu Teaching |
| NAYOUNG KONG (University of Texas, Austin), Melissa L. Olive (University of Texas, Austin), Mark O'Reilly (University of Texas, Austin) |
| Abstract: This paper will review the results of a study where 4 child care providers were trained to use EMT with preschoolers who demonstrated language delays and/or autism. This study adds to the literature because child care providers generally have lower levels of education and training. We hypothesize that they will be able to implement the intervention and that the children will show positive changes in their communication development. We will use a multiple probe design across participants to analyze our results. |
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| The Effects of Using Enhanced Milieu Teaching on the Use of a Voice Output Communication Aid |
| MELISSA L. OLIVE (University of Texas, Austin), Christie Layton (University of Texas, Austin) |
| Abstract: This paper will review the results of a study where EMT strategies were used to teach 4 preschoolers with autism to use voice output communication aids (VOCA). A multiple probe design across children will be used to analyze the results of this study. To date, no studies have examined the use of EMT with assistive technology. This study will also contribute to the growing number of studies on communication intervention for young children with autism. We hypothesize that all 4 children will learn to use the device. We also expect that the results will generalize to the child’s parent. |
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