Earlier autism diagnosis, the importance of early intervention, and development specific interventions for young children have contributed to emergence similar, empirically supported, that represent merging applied behavioral developmental sciences. "Naturalistic Developmental Behavioral Interventions (NDBI)" are implemented in natural settings, involve shared control between child therapist, utilize contingencies, use a variety strategies teach developmentally appropriate prerequisite...

Research on the prevalence of behavior problems in preschool children from low-income families, and risk factors associated with these behaviors, was reviewed. A systematic search studies conducted between 1991 2002 yielded a total 30 research reports that met all preestablished criteria. These several findings. Children low socioeconomic status (SES) backgrounds were found to have higher incidence as compared general population. Behavior multiple children's lives related child, parent,...

The purpose of this study was to compare the effects enhanced milieu teaching (EMT) implemented by parents and therapists versus only on language skills preschool children with intellectual disabilities (IDs), including Down syndrome autism spectrum disorders.Seventy-seven were randomly assigned 2 treatments (parent + therapist EMT or therapist-only EMT) received 36 intervention sessions. Children assessed before, immediately after, 6 months 12 after intervention. Separate linear regressions...

Abstract This study examined the effects of training six parents to use Enhanced Milieu Teaching (EMT) with their preschool children autism or pervasive development disabilities. A modified single subject design across families was used assess parents' acquisition and generalized EMT strategies. The learned naturalistic language intervention strategies during 24 individual sessions in clinic home interactions at end intervention. Follow- up observations months after indicated that maintained...

Teaching parents new skills to support the development of their young children with developmental disabilities has been controversial in field early intervention even though there is considerable empirical evidence supporting this approach. We propose that teaching implement family-centered interventions can be highly effective by: (a) allowing choose when learn skills; (b) strategies are empirically based, well-matched child's needs, and intended implemented naturally occurring interactions...

This study examined the effects of training 4 parents to use enhanced milieu teaching with their preschool children developmental delays. A multiple baseline design across 3 intervention strategies was used assess parents' acquisition strategies. multiple-probe 2 families, replicated additional implementation on children's communication skills. The learned in clinic and generalized them home. Positive were observed spontaneous target use, parent child affect. Evidence positive language...

Early interventions for toddlers with expressive and receptive language delays have not resulted in positive outcomes. This randomized controlled trial tested the effects on outcomes of a caregiver-implemented communication intervention targeting at risk persistent delays.Participants included 97 toddlers, who were between 24 42 months scores least 1.33 SDs below normative mean no other developmental delays, their caregivers. Toddlers randomly assigned to or usual-care control group....

In this study, the authors examined effects of Teach-Model-Coach-Review instructional approach on caregivers' use four enhanced milieu teaching (EMT) language support strategies and their children's expressive language.Four caregiver-child dyads participated in a single-subject, multiple-baseline study. Children were between 24 42 months age had impairment. Interventionists used to teach caregivers matched turns, expansions, time delays, prompts during individualized clinic sessions....

Learning to communicate using speech and language is a primary developmental task for young children. Delays in the acquisition of are one earliest indicators deficits that may affect academic social outcomes individuals across life span. In period since passage PL 99-457, significant progress research related intervention has been made five areas: (a) social, symbolic, prelinguistic foundations spoken language; (b) parent-implemented interventions; (c) literacy; (d) relationship between...

Parent education as a key component of early intervention has been greatly deemphasized during the past 15 years, we believe, because perceived inconsistencies between purposes and goals parent family-centered approaches to intervention. We argue that research indicating involvement is critical effectiveness parents want information about specific ways they can help their children's development supports need for in propose field address concerns expressed lack sensitivity approaches, develop...

This study examined the effects of Enhanced Milieu Teaching on social communication skills preschool children with autism when delivered by trained interventionists. A modified single-subject design across four was used to assess children's acquisition, maintenance, and generalized use language targets as a result intervention. Observational data indicated that all showed positive increases for specific target at end 24 intervention sessions, these results were maintained through 6 month...

Six mothers of preschoolers with language impairments were taught individually to use four milieu training procedures: model, mand-model, time delay, and incidental teaching. A multiple-baseline design across pairs mother-child dyads within each dyad techniques was used evaluate the effects training. All learned procedures applied them during home observation sessions. Mothers' generalized two non-training situations they showed acceptable levels maintenance three monthly probes. Comparison...

Early emergent patterns of behavioral problems, social skill deficits, and language delays were examined in 259 three-year-old children enrolled Head Start classrooms. The Child Behavior Checklist for Children Ages 2 to 3 (CBCL/2–3) the Social Skills Rating System (SSRS, Pre-School Version) completed by children's primary caregivers. Language skills assessed using Preschool Scale (PLS)-3 Peabody Picture Vocabulary Test (PPVT)-III. Findings indicated that this population is at elevated risk...

Purpose The performance of low-income African American preschoolers (36 to 52 months old) on the Peabody Picture Vocabulary Test—Third Edition (PPVT–III; L. M. Dunn & Dunn, 1997) was examined provide a norm for assessing this population and explore link between socioeconomic status (SES) language scores PPVT–III. Method Four hundred eighty-two European children in comparison group were individually administered Results On average, performed approximately 1.5 SD below expected mean based...

The primary and generalized effects of Enhanced Milieu Teaching were examined with six preschool children significant language delays. In a multiple baseline design across children, trainers implemented the naturalistic intervention during play-based interaction sessions in children's classrooms. Children systematically increased their use targeted skills sessions, these changes maintained when treatment was discontinued. Generalized communication resulting from untrained teachers, peers,...

Language characteristics of 11 children with attention-deficit/ hyperactivity disorder (ADHD) and typically developing ages 6 to 8 were compared in terms semantic, syntactic, pragmatic language skills. Children tested on the Peabody Picture Vocabulary Test-Revised (PPVT-R), Test Development-2 Primary (TOLD-2), Pragmatic (TOPL). Samples children's collected during free play an adult conversational partner using Protocol. Results indicated that there was no difference between two groups...

Purpose The purpose of this study was to investigate the extent which a parent-implemented language intervention improves skills in toddlers at risk for persistent impairment (LI) as compared with group typically developing toddlers. Method Thirty-four children LI between 24 and 42 months age were randomly assigned treatment or nontreatment experimental condition. Participants received biweekly 1-hr sessions 3 months. An additional sample 28 age- gender-matched (TL) also included....