The document describes Enhanced Milieu Teaching (EMT), a behavior language intervention that uses natural interactions to facilitate children's language skills. EMT aims to increase the diversity, frequency, complexity, and generalizability of a child's communication through responsive interactions, modeling, time delay strategies, and other tools. EMT can be implemented by therapists, teachers, parents and is intended to help children with diverse disabilities and language delays expand their vocabulary and language use.
The document describes Enhanced Milieu Teaching (EMT), a behavior language intervention that uses natural interactions to facilitate children's language skills. EMT aims to increase the diversity, frequency, complexity, and generalizability of a child's communication through responsive interactions, modeling, time delay strategies, and other tools. EMT can be implemented by therapists, teachers, parents and is intended to help children with diverse disabilities and language delays expand their vocabulary and language use.
The document describes Enhanced Milieu Teaching (EMT), a behavior language intervention that uses natural interactions to facilitate children's language skills. EMT aims to increase the diversity, frequency, complexity, and generalizability of a child's communication through responsive interactions, modeling, time delay strategies, and other tools. EMT can be implemented by therapists, teachers, parents and is intended to help children with diverse disabilities and language delays expand their vocabulary and language use.
The document describes Enhanced Milieu Teaching (EMT), a behavior language intervention that uses natural interactions to facilitate children's language skills. EMT aims to increase the diversity, frequency, complexity, and generalizability of a child's communication through responsive interactions, modeling, time delay strategies, and other tools. EMT can be implemented by therapists, teachers, parents and is intended to help children with diverse disabilities and language delays expand their vocabulary and language use.
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Enhanced Milieu Teaching
- Is a behavior language intervention that uses naturally occurring interactions to
facilitate young children’s language skills - Also a set of tools to help facilitate a child’s communication growth - Parents can learn to implement EMT strategies with a high level of fidelity - MILIEU means enhanced social environment CONVERSATION BASED - With EMT, maintain a child’s motivation to verbalize throughout a session
PURPOSE - “EMT is used to increase the diversity, frequency, complexity, and generalizability of communication” - To use more diverse and complex forms of language - Increase vocabulary
EMT Steps, Intervention, and Strategies
- Environmental arrangement: o Setting up a naturalistic place to play and engage Play room Pre-school Participant’s home - Responsive Interaction o Mirroring and mapping: Follow the child’s lead in play and activity o Matched turns o expansion - Time Delay o Time for child to respond - Modeling/Prompts o Open-ended questions (mand) o Close-ended questions (mand) o Mand model - EXAMPLE - TARGET POPULATION o Children with diverse disabilities Down syndrome ASD Language delays Intellectual disabilities o Children who show emerging linguistic development Increase a child’s MLU and/or vocab Preschool-kindergarten o EMT has been used by therapists, researchers, teachers, and parents to teach language to children - CRITIQUE o Best results are achieved with parent participations and commitments o Some interventions rely entirely on one set of materials to teach target words (vocab acquisition) o EMT results can vary, and the result is not always significantly better than when standard community interventions are used o Teaching words in multiple context with multiple exemplars is considered best practice in vocabulary teaching in early childhood.
FOCUSED STIM The targets would include a variety of word types/concepts (e.g., spill, soft, alike, is, caught, etc.). These target words should be presented to the child at least 10-15 times a day within a meaningful routine (e.g., pretend play, mealtime, etc.). Below is an example of targeting “is” as a copula through focused stimulation. Child and adult are playing dress up and the adult narrates the following sequence: "Where is my hat? "Where is it? "Oh, here it is. "Here is my hat. "Here it is. "It is in the drawer. "That is where it is."
