Note: This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock. You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown). Check your printer instructions to print double-sided pages. To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. To change the logo to your own, right- click the picture “replace with LOGO” and choose Change Picture. Fidelity Checklist References Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22(1), Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, (3), Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent- implemented enhanced milieu teaching on the social communication of children who have autism. Early Education & Development, 11(4), Olive, M. L., Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O'Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. J Autism Dev Disord, 37, Peterson, P., Carta, J. J., & Greenwood, C. (2005). Teaching enhanced milieu language teaching skills to parents in multiple risk families. Journal of Early Intervention, 27(2), Picture retrieved from: ex.php/milieu-training-for-pediatric- speech-therapy/ HEATHER BROWNFIELD ENHANCED MILIEU TEACHING Child initiated the communication Child requested an object I prompt the child (“you want the ball?”) I wait for the child to respond and expand on their response (verbal/nonverbal) I give the child the item requested Data Collection Before implementing this strategy, observe and take note of the kind of language and communication the child is using. Set goals for the child -(2 word utterances -agent-action (dog runs) -action-object (bounce ball) -attribute-object (red ball) -more frequency of utterances -more spontaneous utterances -etc. During the time the strategy is being implemented, record and take note of the child’s communication. Refer back to the original observation to gauge progress. A natural, conversation-based intervention using modeling, prompts, and children’s interests.

Note: This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock. You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown). Check your printer instructions to print double-sided pages. To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. To change the logo to your own, right- click the picture “replace with LOGO” and choose Change Picture. The research studied the effects of enhanced milieu teaching on children’s language acquisition and their social communication skills. It also looked at how to teach parents to implement the strategies and the effects of the strategy when it was implemented by parents. The majority of the children involved in the research were diagnosed with Autism Spectrum Disorder. Overall, this teaching strategy had positive effects on children’s language. Not only did the quantity of language increase, but also the quality. Parents were also able to learn the strategies and implement them after training. This strategy is very usable by professionals and also families if they are coached by an experienced professional. Steps for Implementation: Working directly with the child Steps for Implementation: Coaching parents to implement the strategy Summary of the Research Environmental arrangement is used to require child to make requests (toys placed out of reach, cup out of reach, items placed in containers the child cannot open by themselves, etc.) Child makes a verbal/nonverbal request (says “ball,” points at the ball, etc.) Professional/parent prompts the child by using modeling, mand- model, or time delay -mand-model: adult requests a verbal response from child, correct response receives praise -time delay: adult identifies that the child wants an object and waits for child to make a response. Expand on child’s utterances (If the child says, “ball,” expand by saying, “I want the ball” or “Ball, please”, etc.) End with positive feedback (child receives object they were requesting) This intervention targets behaviors such as, initiations, turn-taking & social communication (conversations) *This strategy should be used with naturally occurring situations (while the child is already playing, during mealtime, bath time, etc. and should include the child’s interest (incidental teaching) Model the strategy -Explain environmental arrangement -model prompting -introduce/explain mand- model -introduce/explain time delay -Show families how to expand on the child’s utterances (give examples) While the parent is working with the child, prompt them (verbally/nonverbally) to help them complete the strategy (remind them of the next step) Praise the parent periodically (let them know what they are doing right, or well) End with feedback (let the parent know what they did well, be specific), comment on what you noticed the child did, encourage them to continue to do what they are doing *Remind parents that this strategy should be used when the child initiates it, it should not be initiated by the adult. The child makes the request first.