Author
Roberts, M., Kaiser, A., Wolfe, C., Bryant, J., & Spidalieri, A. (2014). The effects of the teach-model-coach-review instructional approach on caregiver use of language support strategies and children’s expressive language skills. Journal of Speech, Language, and Hearing Research, 57, 1851-1869 https://doi.org/10.1044/2014_JSLHR-L-13-0113
Abstract
Purpose
In this study, the authors examined the effects of the Teach-Model-Coach-Review instructional approach on caregivers’ use of four enhanced milieu teaching (EMT) language support strategies and on their children’s use of expressive language.
Method
Four caregiver–child dyads participated in a single-subject, multiple-baseline study. Children were between 24 and 42 months of age and had language impairment. Interventionists used the Teach-Model-Coach-Review instructional approach to teach caregivers to use matched turns, expansions, time delays, and milieu teaching prompts during 24 individualized clinic sessions. Caregiver use of each EMT language support strategy and child use of communication targets were the dependent variables.
Results
The caregivers demonstrated increases in their use of each EMT language support strategy after instruction. Generalization and maintenance of strategy use to the home was limited, indicating that teaching across routines is necessary to achieve maximal outcomes. All children demonstrated gains in their use of communication targets and in their performance on norm-referenced measures of language.
Conclusion
The results indicate that the Teach-Model-Coach-Review instructional approach resulted in increased use of EMT language support strategies by caregivers. Caregiver use of these strategies was associated with positive changes in child language skills.
Loading...
Reload document 
Open in new tab 