In this study, the authors examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language delay. Parents were taught to use the following EMT strategies during eight to 10 individualized, home-based sessions: matched turns, expansions, time delays, and…

Closing the vocabulary gap for young children at risk for reading and language delays due to low socioeconomic status may have far reaching effects, as the relationship between early vocabulary knowledge and later academic achievement has been well-established. Vocabulary instruction for young children at risk for reading and language delays…

A randomized controlled trial was conducted to assess the feasibility of Responsive Teaching (RT) with a sample of 28 Saudi Arabian preschool-aged children with diagnoses of autism and their mothers over a 4-month period of time. RT is an early intervention curriculum that attempts to promote children's development by encouraging parents to engage…

It is well established that oral language skills in preschool, including vocabulary and comprehension, predict later reading proficiency and that substantial differences in oral language skills exist when children enter school. Although explicit instruction embedded in storybooks is a promising intervention approach, high-fidelity implementation…

In this article, the authors focus on issues of instruction in classrooms. Initially, a brief definitional and historic section is presented. This is followed by a discussion of four assumptions about the current state of affairs: (a) evidence-based practices should be identified and used, (b) children's phase of performance should dictate…

This commentary responds to an article on using directives in early language intervention. It stresses that interventions that tap into the child's focus of attention optimize learning opportunities. When goals are child-centered and are linked to what the child is involved in learning, interventions will be enhanced. (SW)

This study, involving two three-year-olds with mild mental retardation, found that milieu language intervention can directly enhance the acquisition and generative use of lexical and semantic forms used for varied pragmatic functions and that adult systematic commenting and child spontaneous imitation may interact to facilitate the teaching…

This commentary responds to an article by Rebecca McCathren and others on using directives in early language intervention. It suggests that the primary effect of follow-in directives may be to set the tone of the interaction. Factors that affect the relationship between responsiveness and directiveness are addressed, including sequencing, rhythm,…

This study compared 2 naturalistic language intervention methods--milieu teaching and responsive interaction--in 6 preschool classrooms that included 36 children with moderate to severe language disabilities. Although no main effects for treatment were found, milieu teaching was more effective with children having the lowest language levels and…

This study reviews characteristics of child language intervention approaches described as "naturalistic." An analysis of 34 interventions for young children with developmental delays found that the procedures used in "naturalistic" language interventions varied extensively. Results indicate a lack of agreement on what…

This article defines three types of directives (follow-in, redirectives, and introductions); describes their various uses in early language intervention; presents two conceptual models for the role of directives in facilitating or inhibiting language development; and discusses issues concerning use of directives in intervention. (Author/SW)

This study, involving six mothers of preschoolers with language impairments, found that mothers could be taught to correctly apply four milieu language teaching procedures (model, mand-model, time delay, and incidental teaching) and that use of the procedures is associated with positive effects on various aspects of child language. (Author/JDD)

A home-based interventionist effectively taught four mothers to embed the mand-model procedure in daily activities to teach expressive language skills to their young children with speech delays. During the intervention phase, parents were provided with feedback along with specific encouragement to use the individualized instructional program…

A multiple baseline design across three parent-child dyads of families with multiple risk factors was used to determine the effectiveness of teaching parents to use milieu language teaching procedures. Parents were taught to use two sets of milieu language teaching skills: responsive interaction and incidental teaching. Results showed that parents…