Megan Anderson

Prelinguistic Milieu Teaching

Author/ Purpose/Res Participan Settings Implementers Independent Dependent Results Usability Anything
Citation earch ts Variable Variable (usefulness) additional
Question (intervention/s (outcomes + you would
teps to bx level like to add
implement, + operational
operational definitions)
definitions)
Franco, -Goal of the -Six -In -The author, -Intervention: -Intentional -All participants -The results -All
J. H., study was to nonverbal participant’ Jessica H. PMT communicati demonstrated an of the study baseline,
Davis, examine the 5- to 8- s homes, Franco techniques on: The increase in the have intervention
B. L., & use of PMT year-olds with a (referred to as -A routine was number of maximum implications , and
with parent or “the adult” established: acts number of for treatment follow-up
Davis, J. intervention
autism caregiver throughout 1. the adult (measured communication planning for sessions
L. in a present followed the older were
(2013). population study): by the total acts in a routine
child’s children recorded
Increasi of school- Licensed number of per session as
attention and with severe
ng aged speech- motivation and intentional well as an communicati
social children language limited the communicati increase in on delays
interacti who’d been pathologist and child’s on acts taken duration (school-aged
on using diagnosed board-certified vocalizations during a -Participants children
prelingu with behavior 2. the child’s routine) that demonstrated rather than
istic moderate to analyst with pattern was the children visible just
experience interrupted and used to improvement infants/toddl
milieu severe
with PMT the adult maintain during ers)
teaching autism and intervention, at
intervention attempted to social
with several engage the least tripling their
nonverb communicat -Two 25-30 interaction
child in turn average
al ion delays min treatment during each
taking; maximum
school- sessions per routine was number of
-Once a routine
age week, 14 total was initiated, examined communication
children -Follow up 1.adult -In this acts per routine
with phase after 4- conducted study, the as compared to
autism. to 6- week series of intentional baseline
America break to teaching communicati -Follow up: six
evaluate episodes: a on weeks after the
n
whether the specific child modalities intervention
Journal concluded, two to
of communicatio behavior was measured
n skills gained taught using were three more
Speech- in intervention sequence of vocalizations intervention
Langua were prompts, , gestures, sessions were
ge maintained models, and and eye gaze conducted in
Patholo natural order to observe
consequences how targeted
gy,
*a teaching skills were
22(3), episode maintained *there
489– typically began was no contact
502. with the adult between adult
doi: creating a and child during
10.1044/ situation in break in
1058- which the child intervention and
0360(20 was likely to parents were not
12/10- communicate instructed to use
0103) and ended with PMT or formally
a natural trained on how to
consequence; use PMT;
2.prompts however, it is
(gestural and/or anticipated that
verbal) were due to the parents
given if the role and
child did not observations in
attempt to the intervention
communicate sessions that the
after an parents could’ve
opportunity accidentally used
was created some of the
2.if the child treatment
did not respond techniques
to prompt after
adult waited a
few seconds,
the adult would
model an
appropriate
response
(examples of
gestures and
vocalizations
that the child
was not
 prompted to
directly imitate
3. if there’s
still a lack of
response the
adult will
continue with
the interaction
or routine
Warren -Determine -Fifty-one -Children’s -Certified SLP, -PMT: -child -Treatment did -The results
, S. F., the extent to children homes or Hanen 1.the clinician communicati not have a suggest that
which 6 mos from 24- daycare certified: PMT created on variables: significant effect a 6-month
Fey, M. of early to 33- facilities was delivered opportunities rate of on gains made period of
E., RE/PMT, as months, to children in for intentional over time in the RE/PMT
Finesta a supplement with fewer the RE/PMT communication communicati use of intentional implemented
ck, L. to than 10 group; twenty- by arranging on acts per communication at a low
community- expressive min sessions the child’s minute acts intensity as a
H., based words with were environment, (request, -Treatment did supplement
Brady, services, has a mental scheduled in typically by declaratives, not significantly to
N. C., long-term dev’nt the children’s placing a and “other”), effect changes in approximatel
Bredin- effects on index homes and desired object lexical lexical density y a 1-hr
children’s below 70 their day-care out of the density (the over time weekly
Oja, S.
communicati on the facilities 4 child’s reach, number of -Treatment did community-
L., & on and Bayley days per week; surprising the different not significantly based
Flemin language scales of -Parents: RE child, or words the effect changes in intervention
g, K. development infant was delivered interrupting an child reported can have a
K. measured 6 dev’nt, no to the parents established produced per vocabulary significant,
and 12 mos diagnosis of the parents routine; minute), total production after but modest,
(2008). after its of autism, of in the 2.the clinician number of controlling for impact on
A conclusion 10 or RE/PMT followed the words said or differences in prelinguistic
random -Determine fewer group; parents child’s lead by signed initial Bayley communicati
ized the extent to words on received eight, observing the according to scores, the effect on
which the MCDI 1-hr individual child’s the MCDI for time across all development
trial of RE/PMT, as infant sessions of attempts to -Requests: of the children -The
longitu a supplement scale, RE; the SLP obtain and the child had was statistically approach
dinal to existing normal used role- manipulate the neutral or significant, will prepare
effects services, has vision and playing, toys, waiting positive indicating that preverbal
of low- longitudinal hearing, videoclips of for the child to affect while the number of children to
affects on and motor therapist-child respond, and requesting reported spoken acquire the
intensit parental skills interactions responding that the adult words changed social and
y behaviors 6 sufficient and on-line verbally and perform significantly over linguistic
respons and 12 mos to support critiques of nonverbally to time requisites for
ivity after the use of videotaped the child’s some act or -Parental verbal
educati conclusion of basic PCXs; parents communication service responsivity did learning
the gestures were also and -Declarative: not differ across
on/preli intervention given the book noncommunica nonimitated treatment groups
nguisti You Make the tion acts intentional
c Difference in acts that
milieu Helping Your focused the
Child Learn adult’s
teachin and were attention or
g. asked to read shared
Journal one or more positive or
of chapter for neutral affect
each visit about objects
Speech,
or events
Langua -Lexical
ge, and density: the
Hearin rate of
g different
words used
Resear spontaneousl
ch, y by the
51(2), child per
451– minute
470.
doi:
10.104
4/1092-
4388(2
008/03
3)
Yoder, -Is RPMT or -36 -Master’s -RPMT: - Results -The data
P., & PECS Children -University Degree level 1.clinician first Nonimitative -PECS was more provided
Stone, communicati meeting clinic professional attempted to spoken acts successful than from testing
W. L. on the (ECSPED or establish one or -Different RPMT in provides the
intervention following SLP) and more play nonimitative increasing the basis for
(2006).
more criteria: Bachelor of routines words number of moving one
A
diagnosis thought to be nonimitative
randomi effective in Arts degree step closer to
of autism enjoyable and spoken
zed increasing level the goal of
or motivating to communication
compari the number pervasive the child, acts and the matching
son of of developme paraprofession 2.when child number of treatments to
the nonimitative ntal al was highly different individual
effect of spoken disorder -Each team motivated to nonimitative characteristi
two communicati otherwise trained by one communicate words used at the cs of
on acts? not of the the clinician posttreatment children
prelingu
specified, originators of used the least period with ASD
istic chronologi intrusive -An exploratory
commun the treatment -The
cal age communication analyses showed
ication models or by generalized
between prompts to that growth rate
interven 18 and 60 their trained elicit requests of the number of and
tions on months, representatives for objects or different maintained
the evidence -Three 20- actions; nonimitative treatment
acquisiti of being minute 3.RPMT words was faster results
on of nonverbal individual clinicians in the PECS outcomes
spoken or low therapy attempted to group than in the provide an
commun verbal sessions per stimulate RPMT group for important
(fewer week for 6 initiating joint children who step toward
ication
than 20 months (72 attention began treatment reaching the
in different through with relatively
prescho sessions) national goal
words modeling the high object
olers -Parents were of helping
used use of recently exploration
with asked to 90% of
cumulative learned -Analogous
ASD. ly during observe their communicative slopes were children
Journal three children’s behaviors for steeper in the with autism
of communic therapy the declarative RPMT group develo9p
Speech, ation sessions and function; than in the PECS useful
Langua samples), were offered 4.when group for speech
ge, and no motor up to 15 hr of children used children who
deficits, sessions at least one began treatment
Hearing
English as including unprompted with relatively
Researc first request and at low object
h, 49(4), information
language that least one exploration
698– unprompted
complemented
711. initiating joint
the type of
doi: attention act
treatment
10.1044/ per minute in
being received treatment
1092-
4388(20 sessions,
-Parents: Milieu
06/051)
taught to use language
PECS (for teaching was
children with used to
 ASD who are facilitate
nonverbal or spoken
low verbal communication
communicator
s)in the home,
community,
and school
Fey, M. -Does -51 -In the -RE: parents -PMT: -the child’s -In 1 of 2 -the
E., RE/PMT children, children’s of the children 1.imitate the rate of multivariate approach
Warren, significantly age 24-33 homes or in the early child’s motor imperative comparisons, the warrants
S. F., increase months daycare intervention acts and vocal (requestive) RE/PMT group further
children’s with: facilities group were acts, interrupt acts, the rate exhibited investigation
Brady,
rates of evidence given sessions the child’s of superior gains in with
N., imperative of mild to by an SLP: established declarative communication modification
Finestac acts, moderate scheduled to pattern of acts compared with s, such as
k, L. H., declarative mental receive eight, actions with an (comments), the no-treatment delivery at
Bredin- acts, and/or retardation 1-hr individual adult turn and and the total group higher
Oja, S. overall , mental sessions (with then wait for rate of -the treatment intensity
L., communicati developme an SLP) of RE the child to intentional effect of overall levels
Fairchil ve acts nt indexes as an adjunct take a turn, acts (eye use of intentional
d, M., compared (MDIs) to PMT; perform an contact, communication
… with the use below 70 parents were action the child vocalization, acts in the child-
Yoder, of these same on the not taught finds funny or gesture) examiner context
acts by Bayley explicitly to interesting; - was significant
P. J.
children who Scales of implement pause, then Intentionality -no effects on
(2006). do not Infant PMT but were repeat to get based on child outcomes
Early receive Developm taught to more laughter, child’s due to presence
effects RE/PMT? ent, no recognize real when the child combination or absence of
of diagnosis or possible produces one of down syndrome
responsi of autism, communicativ part of the vocalization -no effects on
vity no more e attempts as routine, oblige or gesture (or parenting stress
educatio than 10 they increased by performing both) with associated with
n/prelin words or in frequency in the act needed gaze the intervention
guistic signs at parent-child to complete it, alteration or the presence or
milieu experimen interactions 2. if the child’s between the absence of down
tal outset, and to respond incomplete object or syndrome
teaching
vision and to them communicative event and the
for
hearing meaningfully; act is focused adult’s face
children within sessions on a clear
with normal included role- referent- recast
develop limits play, video the child’s
mental (with or clips, having nonverbal
delays without the parents vocalization
and their correction) read You Make with a word,
parents. , and upper the Difference 3.if the child’s
Journal body in Helping incomplete
motor Your Child communicative
of
skills Learn, and act is not
Speech, adequate recordings of focused on a
Langua to perform parent-child clear referent-
ge, and basic interactions model
Hearing gestures -PMT: primary vocalizations
Researc such as clinician or with sounds
h, 49(3), reaching secondary and word
526– clinician if shapes known
547. necessary (all to be outside
doi: clinicians held the child’s
10.1044/ master’s repertoire,
degree in SLP -model a sound
1092-
and CCC’s in within the
4388(20 SLP from child’s sound
06/039) ASHA and word shape
repertoire,
-imitate the
child’s
spontaneous
vocalizations
with sound and
syllable shapes
known to be
within the
child's
repertoire,
- imitate the
child’s
spontaneous
vocalizations
as precisely as
possible, etc.
Yoder, -Study the -39 -In a room -a project staff -PMT: -requests: -the effect of -the article
P. J., & effect of a prelinguist in the member at the 1.clinician first child using RPMT on growth found that
Warren, method of ic toddlers child’s early attempted to gestures or rate of child- certain
S. F. facilitating with early intervention increase nonword initiated subgroups of
prelinguistic intellectual center probability of vocalizations comments varied children
(2002).
Effects communicati disabilities intervention (primary and establishing with by pretreatment were
of on on and their center secondary one or more attention to measures of that affected
Prelingu parents’ primary clinicians) play routines, adult, variable differently
istic responsivity caregivers -Parents were 2.when child conventional -effect of RPMT by RPMT
and offered up to was highly gestures or on growth rate of and thus
milieu
children’s 12 RE motivated the symbols to child-initiated might
teaching communicati sessions, least intrusive ask an adult requests varied
and require
on and instructional communication to get an by presence or
parent different
productive format varied prompts were object or do absence of Down
responsi language depending on used to elicit an action syndrome interventions
vity development the parents and requests for -comments: -effect of RPMT
educatio their objects or gestures or on growth of
n on needs/preferen actions, nonword productive
dyads ces, ¼ of 3.PMT vocalizations language varied
involvin sessions used a teachers that by pretreatment
g small group attempted to coordinated frequency of
format while stimulate with canonical vocal
children
the rest used comments attention to communication
with 1:1 (drawing adult,
intellect attention or conventional
ual sharing gestures, or
disabiliti positive affect symbols for
es. about an object the purpose
Journal or event) of sharing
of through interest or
Speech, modeling positive
Langua affect about
ge, and an event or
object
Hearing
-lexical
Researc density/prod
h, 45(6), uctive
1158– language: the
1174. number of
doi: different
10.1044/ symbols,
1092- including
4388(20 signs or
02/094) words, the
child uses in
a
communicati
on sample