Article 1

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Article 2
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Responsive Teaching
Mahoney, G., Perales, F., Wiggers, B., & Herman, B.
Examine responsive teaching with two mothers from Turkey and
their preschool-aged children with disabilities. And address the
issues of responsive teaching
The children were under six years of age; they had a
diagnosed developmental disability; and the mothers had not
been involved with any special training focusing on parent
child interaction.
Center-based setting during bi-weekly sessions over a fourmonth period of time. During each session the mothers were
taught to use one or two responsive interaction strategies
Sessions lasted 11.5 hours
Parents implemented the responsive teaching, parents played
with their child as normal and then where given strategies to
use.
For each pivotal behavior, the curriculum provides five to eight
RT strategies that parents can use to promote the behavior as
well as several discussion topics that can be used to help
parents understand the role that the pivotal behaviors play in
developmental learning.
Improvements in the childrens language and personal social
development. Mothers reported that Responsive Teaching
helped them learn to interact more effectively with their
children and that this resulted in longer and more enjoyable
interactions with them
The results indicated that the mothers were highly successful
at using responsive interaction strategies as a means of
modifying their style of interacting with their children.
Incidental Teaching
McGee, G., Daly, T. 2007
Combined incidental teaching and stimulus fading procedures
in an effort to promote use of age-appropriate social phrases by
preschoolers with autism. Whether incidental teaching could
be effective in promoting use of social phrases by children
with autism
Three boys with autism. All were en- rolled in a universitybased preschool that was attended by a majority of typical
children, and each had been independently diagnosed by
experienced professionals and met criteria for Autistic
Disorder
All experimental sessions were conducted within traditional
early childhood activities, which were regularly offered in the
daily schedule of the preschool in which the study took place

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Article 3
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(cf. McGee. Daly. & Jacobs, 1994; McGee, Daly, & Morrier,
2001). Baseline and teaching sessions, as well as retention
assessments, took place at tabletop activities conducted at a
kidney-shaped table in an area (6 x 4 m) that accommodated
snack and lunch activities at other times of the day.
Teacher implemented incidental teaching during circle time
and playground time along with the free-play zone
Phase 1: initial teaching of "all right"
phase 2: initial teaching of "you know what?"
phase 3: prompt fading for "all right"
phase 4: prompt fading for "you know what?"
phase 5: final fading cues for both
Two social phrases were specifically targeted for teaching,
including AU right and You know what? Minor variations of
each phrase, which were functionally equivalent to the original
phrase, were also counted as occurrences of the target phrases
(i.e.. Right when used to mean okay or correct, and Know
what'?
all children with autism showed some transfer in their use of
target social phrases from the tabletop teaching sessions to
free-play activities. Two of the boys with autism generalized
their use of the social phrases from interactions with the
original conversation teacher to interactions with a different
teacher.
Milieu Teaching
Christensen-Sandfort, R. J. (2009).
Impact of milieu teaching, on the communication skills of
preschool-aged children with Autism Spectrum Disorder
(ASD) in an early childhood special education (ECSE)
classroom
Three children who attended a small public charter preschool:
Nick, Mary, Carl (between 3-6 years of age, autistic range,
no hearing impairment, regular attendance and parental
consent)
Intervention took place during daily activities in the 4- and
5-year old ECSE class. Data were collected in a structured
activity (i.e., teacher-led circle time) and an unstructured
activity (i.e., teacher supervised free play on the playground).
The teacher first establishes joint attention, presents a verbal
or gestural model related to the students interest. If the child
imitates the model, immediate social praise. If the child fails
to imitate the model, a second model and opportunity to
respond are provided.
(a) Modeling: establish joint attention then present verbal or

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Article 4
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gestural prompt then child imitates and gets praised

(b) Mand-model encourages generalization and functional
use of an emerging target skill. ,
(c) Time delay encourage the spontaneous use of emerging
target skills
(d) Incidental teaching emphasizes student requests. With
this strategy, the teacher carefully structures the environment
to encourage student requests..
The dependent variable was spontaneous occurrences of the
communication targets. Spontaneous occurrences were
defined as child-initiated communication occurring in the
absence of a model or mand-model within an instructional
sequence
This study demonstrated that milieu teaching increased
spontaneous speech in three children with ASD providing
additional evidence for the use of milieu strategies to teach
communication skills to individuals with disabilities
Enhanced Milieu Teaching
Roberts,M.,Kaiser, A., Wolfe,C.,Bryant, B., & Spidalieria, A.
2014
The authors examined the effects of the Teach-Model-CoachReview instructional approach on caregivers use of four
enhanced milieu teaching (EMT) language support strategies
and on their childrens use
of expressive language.
a) Were between 24 and 42 months of age; (b) had a cognitive
composite standard score of 80 or above on the Bayley Scales
of Infant and Toddler Development, Third Edition (BayleyIII; Bayley, 2006); and (c) had a total language standard score
of 79 or less on the Bayley-III.
Baseline and intervention sessions were conducted in a clinic
room with child-sized furniture (table, cube chair). A variety
of age-appropriate toys were used in baseline and intervention
sessions. Toys included a farm, doll house, water toys, dolls,
blocks, puppets, animal figures, Play dough, pretend cooking
items, cars, and trains.
Interventionists used the Teach-Model-Coach-Review
instructional approach to teach caregivers the use of each
EMT language support strategy and child use of
communication targets were the dependent variables.
Matched turns (were defined as adult verbal or nonverbal
communicative turns that immediately followed a child
communicative turn ),
Expansions
(a) Adding one or two content words to the childs previous

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Article 5
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utterance
(b) Replacing a word in the childs previous utterance to
make it grammatically correct,
(c) Changing the verb tense in the childs previous utterance
to make it grammatically correct. )
Time delays (were defined as adult at- tempts to elicit verbal
and nonverbal requests from the child and label these requests
with specific target language),
Milieu teaching prompts (were defined as sequences of
adult prompts in response to a child verbal or nonverbal
request) during 24 individualized clinic sessions
Caregiver use of each EMT language support strategy and
child use of communication targets were the dependent
variables.
The caregivers demonstrated increases in their use of each
EMT language support strategy. Generalization and
maintenance of strategy use to the home was limited,
indicating that teaching across routines is necessary to
achieve maximal outcomes. All children demonstrated gains
in their use of communication targets and in their
performance on norm-referenced measures
Of language..

Shared Book Reading

Maul C.,Ambler, K.. 2014
The purpose of this study was to investigate the efficacy of
embedding language therapy in dialogic storybook reading as
a method that speech-language pathologists (SLPs) can use to
teach morphologic structures to children with language
disorders, while exposing them to literacy materials
Participants had to (a) be between the ages of 5:0) and 8:0, (b)
score below the seventh percentile on the expressive language
portion of the Clinical Evaluation of Language Fundamentals,
(c) consistently commit errors on language structures that are
developmentally inappropriate as revealed in CL samples, (d)
speak English as his or her primary language, and (e) have no
hearing loss, autism, or intellectual disability. only 3
participant met the criteria
Treatment sessions were conducted one-on-one in a preschool classroom in a university clinic. Furniture consisted of
four small tables with two small chairs at each table. The
clinician, who was the second author of this study, and individual participants sat across from each other at one of these

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tables.
SLP implemented the DR techniques with each participant
the clinician wrote out the CROWD questions to
be used with each book, including sentence completions,
recall questions, open-ended questions, wh- questions, and
distancing questions
Teach bound morphemes to children diagnosed with language
disorders characterized by omission of morphemes
all three participants demonstrated improvement in their
respective target behaviors