Effects of the Teach-Model-Coach-Review Instructional Approach on Caregiver Use of Language Support Strategies and Children's Expressive Language Skills

Autor/inn/en	Roberts, Megan Y.; Kaiser, Ann P.; Wolfe, Cathy E.; Bryant, Julie D.; Spidalieri, Alexandria M.
Titel	Effects of the Teach-Model-Coach-Review Instructional Approach on Caregiver Use of Language Support Strategies and Children's Expressive Language Skills
Quelle	In: Journal of Speech, Language, and Hearing Research, 57 (2014) 5, S.1851-1869 (19 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	Weitere Informationen
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1092-4388
DOI	10.1044/2014_JSLHR-L-13-0113
Schlagwörter	Teaching Methods; Milieu Therapy; Language Acquisition; Expressive Language; Toddlers; Young Children; Language Impairments; Speech Language Pathology; Intervention; Caregiver Role; Parent Education; Communication Strategies; Generalization; Maintenance; Program Effectiveness; Language Skills; Models; Coaching (Performance); Prompting; Time + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Milieutherapie; Sprachaneignung; Spracherwerb; Infant; Infants; Toddler; Kleinkind; Frühe Kindheit; Speech disorder; Speech disorders; Speech disabilities; Speech disability; Speech handicap; Speech handicaps; Speech impairment; Speech impairments; Language handicaps; Sprachbehinderung; Parents education; Elternbildung; Elternschule; Kommunikationsstrategie; Language skill; Sprachkompetenz; Analogiemodell; Benutzerführung; Zeit
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10