Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review.
Purpose: This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007) to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention...
| Publicado en: | Language, Speech & Hearing Services in Schools Vol. 45; no. 4; pp. 351 - 365 |
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| Autores principales: | , , , , , , , |
| Formato: | research systematic review tables/charts Journal Article |
| Publicado: |
American Speech-Language-Hearing Association
Oct2014
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| Acceso en línea: | Ver este registro en EBSCOhost |
| fields | @attributes: recordID: 1 pdfLink: plink: https://search.ebscohost.com/login.aspx?direct=true&db=ccm&AN=98903328&site=ehost-live header: @attributes: shortDbName: ccm uiTerm: 98903328 longDbName: CINAHL Complete uiTag: AN controlInfo: bkinfo: dissinfo: jinfo: jid: 01611461 LSH jtl: Language, Speech & Hearing Services in Schools issn: 01611461 maglogo: N pubinfo: dt: Oct2014 vid: 45 iid: 4 pid: 42 pub: American Speech-Language-Hearing Association place: Rockville, Maryland artinfo: ui: 98903328 103903806 103903806 10.1044/2014_LSHSS-13-0087 98903328 ppf: 351 ppct: 14 formats: fmt: @attributes: type: P tig: atl: Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review. aug: au: Parker-McGowan, Quannah Mo Chen Reichle, Joe Pandit, Shivani Johnson, LeAnne Kreibich, Shelley Nippold, Marilyn Jackson, Carla affil: University of Minnesota at Twin Cities sug: subj: Developmental Disabilities Children with Disabilities Teaching Methods Education, Special Human Minnesota Systematic Review Dose-Response Relationship Autism Spectrum Disorder ERIC Database Psycinfo CINAHL Database Medline Severity of Disability Intrarater Reliability Child, Preschool Child Adolescence Young Adult Child, Preschool: 2-5 years Child: 6-12 years Adolescent: 13-18 years ab: Purpose: This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007) to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention intensity) was reported in the located empirically based applications with learners between birth and 23 years of age. Method: A systematic search located existing studies that implemented a milieu teaching intervention for children with developmental disabilities. Dosage data were then extracted from 42 studies along with study characteristics and participant characteristics. Results: Only 37.8% of empirical investigations provided a clear definition of treatment intensity and reported the full range of dosage parameters, thus making it difficult to compare the results across investigations. Of the investigations that reported on all dosage parameters, the majority were single-case design as opposed to group design studies. Conclusions: Given the limited reporting of dosage parameters in existing studies, there is a need for closer attention to reporting this information in early communication intervention protocols. Replication and customization of interventions for learners experiencing developmental disabilities will only be possible with additional empirical examination of dosage parameters. pubtype: Academic Journal doctype: research systematic review tables/charts Journal Article ougenre: Article language: English refInfo: holdings: @attributes: islocal: N |
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