Language Strategies Key Features Assignment Name: Lisa Freck

Author/ Research Participants Settings Implementers Independent Dependent Results Social Anything
Citation Question Variable Variable Validity/ additional
Usability you would
like to add
Christense What 3 children: Small public Teacher in the milieu Spontaneous All participants The
n-Sandfort, impact 1. Nick – 4 charter ECSE teaching occurrence, started using teacher
R. J., & does milieu yrs., 11 mo. preschool classroom for 4 Included: child-initiated their targets continued
teaching w/ mild/mod (serves ages and 5-year olds 1. Modeling- communicatio spontaneously using the
Whinnery, have on with varying n occurring in within four strategies
S. B. ASD. 2-5) in the 4 teacher
communica disabilities the absence of sessions. throughout
(2011). 2. Mary – 5 and 5-year- establishes
tion skills implemented a model or Structured and after
Impact of of yrs. 4 mo. w/ old ECSE the 4 milieu joint mand-model activity: the study
preschool- severe ASD. class during teaching attention, within an spontaneous was
milieu
aged 3. Carl – 5 daily strategies who then presents instructional communication: finished.
teaching
children yrs. 6 mo. w/ activities taught gen. ed. a verbal or sequence, of Nick increased All
on with autism severe ASD. For 10 yrs. In gestural the initially then participant
communic spectrum preschool, model related communicatio declined s
ation skills disorder in kindergarten, to student’s n targets. somewhat and continued
of young an early and 1st grade interest. If remained to use
children childhood classrooms, child imitates variable spontaneo
special gained special throughout. us
with model,
education ed. Mary remained communic
autism immediate
classroom? Certification by at a high and ation in all
spectrum passing state social praise variable level 3 settings
disorder. T exam and had and desired until approx. at the 2
opics in previously been object or midway week
Early trained in activity is through. Carl follow up.
Childhood behavioral presented to began and
Special techniques child. If child continued in the
during a doesn’t 3rd session at a
Education,  summer school high variable
imitate, a
32(4), 211– program for rate.
second
222. doi: children w/ Unstructured
model and
10.1177/02 ASD. Training activity:
opportunity
711214114 in the 4 milieu spontaneous
strategies was to respond
04930 are provided. communicatio
provided to the
2. Mand- n: no
teacher based
model – to participants
on previously
documented encourage used their
procedures. generalizatio targets during
Prior to initial n and baseline. All
training, a functional participants
written use of an used targets
overview of the emerging within 2
strategies being
target skill. sessions.
used was
provided, After noting Generalizatio
followed by 2 child interest, n activity: all
90-minute one- the child is participants
on-one sessions presented used
conducted by with a verbal spontaneous
the first author mand (e.g. communication
that included: “Tell me .
1. discussion what you
of milieu want”).
teaching 3. Time
2. modeling of
delay –
the strategies
by the first implemented
author to encourage
3. role playing the
- in which the spontaneous
teacher use of
demonstrated emerging
the strategies target skills.
followed by Teacher
praise or responds to
corrective child’s
feedback
interest in an
activity or
object by
pausing for 5
seconds prior
to
implementin
g a model or
mand-model
procedure.
4. Incidental
teaching
 -emphasizes
student
requests by
carefully
structuring
the
environment.
Modeling is
used during
the initial
phase of skill
acquisition.
Only one
model or
mand-model
was used to
keep the
child
focused.
Fey, M. E., Does a 76 children Interventions For all children Received Child For parent More
Yoder, P. J., program of ages 18- to 27 were carried except one, the either a one 1 communicatio responsivity, MCT is
Warren, S. 5 weekly – month old in out in mother served hour or five 1- n behaviors neither site nor not always
F., & doses of with general either the as the primary hour MCT including: treatment group better for
Bredin-Oja, milieu developmental child’s home source of all sessions per was significant all
S. L. (2013). communica delay, or daycare data. week. MCT behavior as a main effect children.
Is more tion significant center. Caregivers comprised of regulators or interaction for Clinicians
better? teaching delays in the were given and 3 intervention (requests, any of the three can expect
Milieu (MCT) acquisition of asked to read components: commands, measures of that
communicat yield words, and no the Hanen responsivity protests that parental increasing
ion teaching improveme diagnosis of Parent Program education – obligated the responsivity. frequency
in toddlers nts in autism. book, It Takes delivered by partner to There was a of MCT
with children’s Two to Talk, clinician to respond) significant effect sessions
intellectual communica and completed parents. of time for all will yield
disabilities.  tion and nine 1-hour Targets declaratives measures, moderate
Journal of word use individual parents’ (comments or indicating enhancem
Speech, compared responsivity compliance to statements that significant ent of
Language, with a education (RE) and recoding do not require change over outcomes
and once- sessions in of children’s a response) time. Parents if the child
Hearing weekly each verbal and using a positive has high
Research, 5 delivery of participants nonverbal total strategy to interest in
6(2), 679– the same home within acts. intentional facilitate play objects.
693. doi: treatment? the first 3 communicati and social
10.1044/109 months of the prelinguistic on acts interaction
2- 9-month milieu (behavior increased to
4388(2012/1 intervention teaching- regulators + 14% by time 3
2-0061) period. RE was delivered by declaratives + then leveled off,
to get clinician to other making no more
caregivers child. intentional significant
(a) to increases Designed to communicatio changes across
responsiveness increase n acts) the children’s
to the child’s frequency and intervention
play actions complexity of number of period or
and attempts to intentional different beyond. In their
communicate nonverbal words use of verbal
(waiting for the communicativ produced. strategies,
child to act or e acts to set parents
communicate; the stage for exhibited an
following the later language increase from an
child’s lead; learning average of 37
imitating child follow-in
play acts and comments
gestures, milieu during time 1
vocalizations, teaching – an session before
and eye approach to intervention to
contact; teaching an average of 51
commenting on words and at the end of the
the child’s acts parent treatment,
early
and objects of 3 months later.
attention),
grammatical For main effects
constructions of intensity of
(b) to put the that uses treatment,
child’s relatively within-group
nonverbal intrusive variability was
communication methods, great, but no
acts into words such as significant
(linguistic imitation effects of
mapping; child prompts, that treatment
stretches hand are intensity.
to ball and Regardless of
embedded
looks at parent intervention
who says “ball”
into ongoing received,
or “a ball”); conversation participants
(c) to add made significant
semantically to s with growth in
the child stopic children in communication
(follow-in- naturalistic and language.
comments;
contexts
child says
“ball” and the
(e.g., play
parent routines)
responds, “You
can bounce
it”); or

(d) to copy and

add structure
and meaning to
the child’s use
of words
(recasts; child
says “ball,”
parent
responds,
“Yeah it is a
ball”).

Parent
responsivity
was also
measured,
which included
(a) physical
imitating,
complementing
, or expanding
on the child’s
play;
(b) using
gesture or
language to
prompt the
child to
communicate
about a play
 object or event
(“Tell me what
that is”, “Do
the people go
inside or
outside?”); and
(c) complying
nonverbally
and possibly
verbally to
child
requests/protest
s.
Aktas, B.; How 3 boys Interviews The 3 mothers Milieu Frequency of The parent Both the
Ciftci- effective is diagnosed took place in of the 3 boys Teaching correct use of training program mothers
Tekinarslan, a parent with Autism the training Parent the mand- prepared with and
I. The training Spectrum rooms of the Training Mand Model model the aim of children
effectivenes program Disorder Special Program – Procedure – procedure by teaching maintaine
s of parent that was (ASD) with Training and teaches the number of the mothers of mothers the d the skills
training a prepared limited Rehabilitatio mothers the interactions to children with mand-model learned 2
mothers of for mothers expressive n Center, mand-model be held ASD who procedure was weeks
children of children language skills while technique. between the possess in fact effective after the
with autism with ASD, and their implementati 1st stage adult and the limited in achieving the completio
use of mand in enabling mothers. on of study consisted of child is expressive intended n of the
model the mothers took place in lectures and supervised by language skills objective and training.
techniques.  to use the Ali (5 yrs. the mother’s tutorial videos the adult, by and the the mand model
Internationa mand- Old) – attends homes. for the mand- materials to be percentage procedure
l Journal of model an inclusive model used in such ratio of the implemented by
Early technique? class at a day procedure. interactions children with the mothers was
Childhood nursery and is 2nd stage are solely ASD to effective in
Special being consisted of chosen on the produce the enabling them to
Education, [ educated at a play sessions in basis of the targeted teach the target
s. l.], v. 10, special which the child’s words. words to their
n. 2, p. 106– training and mothers could interests and children with
120, 2018. rehabilitation engage in requests and ASD.
DOI center interaction with the
10.20489/int Nur – (32 yrs their children. environment is
jecse.51237 old) housewife arranged in a
8. and high way to
school encourage the
graduate child to speak
 Efe (5 yrs
old.) – attends
an inclusive
class at a day
nursery and is
being
educated at a
special
training and
rehabilitation
center
Gul (36 yrs
old) –
housewife and
high school
graduate

Ege (7 yrs
old) – attends
an inclusive
class (first
form) and is
being
educated at a
special
training and
rehabilitation
center
Oya ( 32 yrs
old) –
housewife and
primary
school
graduate
Warren, S. Are there 11 young Conducted at All children Intervention A unique The increases in 5 of the 11
F., Gazdag, any children, ages the subject’s were taught by consisted of target cumulative subjects
G. E., changes 37 – 76 schools. 8 of a certified early environmenta combination combinations suggested
Bambara, L. associated months, with the subjects childhood or l – initial use of cannot be that milieu
M., & Jones, with a borderline to attended a elementary arrangement a specific explained by an procedures
H. A. milieu moderate university special of active word (noun, overall increase can be
(1994). language levels of based early educations control of verb, in the subjects’ used to
Changes in interventio developmental intervention teachers. & materials and adjective) rate of talking. directly
the n when disability, all program for research structured within a targetFurthermore, enhance
generativity implemente in the early children up to assistants, play. Used to form (an neither can they the
and use of d to teach stages of 5 yrs. Old. 3 thoroughly set the action-object be explained by developme
semantic productive development. of the trained by the occasion for combination). the amount of nt of
relationships semantic children first author in target use. data collected in semantic
concurrent relationship attended a milieu teaching Degree of each condition. relationshi
with milieu (action- public-school techniques, Milieu generativenes Target ps. This
language object program for served as prompting s (number of combinations suggests
intervention.  combinatio children with trainers. procedures: unique, observed in both that milieu
Journal of ns)? development nonimitative the teaching,
Speech, al delays up Mand- forms) for the generalization even when
Language, to age 8. modeling - subjects’ and intervention limited in
and Sessions the trainer production of setting were certain
Hearing were initiates the different target concurrent with ways for
Research, 3 conducted in interaction by forms (action- each other. 75% research
7(4), 924– the child’s “manding” a object of the action- purposes,
934. doi: classroom target combinations) object target may
10.1044/jshr with one of response. across combination, enhance
.3704.924 the classroom conditions and 42% of the the
teachers. Manding - settings and in adjective-noun developme
typically response to combination, nt of
occurs by target probe and 86% of the generative
asking a target questions. agent-action- semantic
probe question object relationshi
about the combinations ps in
event or recorded in the young
activity to generalization children
which the context were with
child is unique relative borderline
attending. to the to
Telling the combinations moderate
child to do recorded in the levels of a
something (i.e. intervention developme
“Give me the setting. ntal
ball”) disability.

Incidental
teaching –
child initiates
interaction
either verbally
 or
nonverbally.
Both
procedures
were used
interchangeabl
y.
Hancock, T. What are 3 sibling All Only sibling Role playing Target Two of the three Long-term
B., & the effects dyads, observations pair and an use of milieu children’s sibling dyads benefits
Kaiser, A. P. of teaching including an and training observer were techniques language became more reported
(1996). 3 older older, occurred in present for the with the adult consisted of equitable in their by parents
Siblings use siblings to typically the families’ play sessions. trainer and frequency of balance of included
of milieu use two developing homes. Play sessions engaging in total child conversational not only
teaching at milieu female sibling Observations conducted practice utterances turns. Two of the target
home. Topic teaching (sibling) – for baseline twice a week sessions w/ the three dyads child’s
s in Early procedures, ages 8 to 12 and immediately sibling and frequency of demonstrated increased
Childhood modeling yrs old; and a intervention following the target child in targets used some level of productive
Special and mand pre-school were completion of which spontaneously generalization of language,
Education,  modeling, age male conducted in intensive immediate behaviors from but also
16(2), 168– with their sibling one room of training feedback was frequency of the play setting more
190. doi: younger (target child) children’s sessions. given. total use of to the snack positive
10.1177/027 siblings – ages 4 ½ to choice. targets setting. Each interaction
1121496016 who 6 yrs old. Generalizatio Intervention Modeling – a (prompted target child s between
00204 exhibited Exhibited n sessions was divided demonstration plus learned his the
language expressive were held into 2 phases: of a verbal spontaneous). language targets children.
delays? language during intensive response by and met the All of the
delays of at afternoon training – the sibling Sibling and criterion of 3 siblings
least 21 snack time in presenting the trainer child turn spontaneous reported
months and the kitchen. sibling with a taking uses during 2 that they
enrolled in written manual Mand- measured by consecutive enjoyed
either public that had been modeling – an calculating a training spending
or privately designed imperative, ratio of sibling sessions. time with
funded early specifically to unfinished to child Children A and their
intervention fit each verbalization conversational C showed brothers in
program. sibling’s or question turns. modest a play
interests and that requires a increases in situation
reading verbal spontaneous use and that
comprehension response by of targets that they
level, the child. were maintained learned
discussing the in the follow-up about their
material phase. All 3 brothers’
presented in the Corrective siblings learned competenc
manual w/ the milieu ies from
sibling, feedback - A language the
watching sibling teaching experience
videotapes of response that techniques and of being
the sibling and corrects a implemented involved
target child preceding these procedures in the
recorded during child response in a play setting interventio
baseline and or with their n.
having the nonresponse younger
sibling identify by changing brothers.
appropriate the content or
instances for structure of
applying milieu the child's
technique. response.