Enhanced Milieu Teaching Strategies for Preschool Children with Autism Spectrum Disorder

Autor/inn/en	Dunn Davison, Megan; Qi, Cathy Huaqing; Kaiser, Ann P.
Titel	Enhanced Milieu Teaching Strategies for Preschool Children with Autism Spectrum Disorder
Quelle	In: Young Exceptional Children, 24 (2021) 4, S.191-199 (9 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Qi, Cathy Huaqing)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1096-2506
DOI	10.1177/1096250620928335
Schlagwörter	Milieu Therapy; Autism; Pervasive Developmental Disorders; Program Effectiveness; Interpersonal Communication; Communication Skills; Preschool Children; Preschool Teachers; Special Education Teachers; Speech Language Pathology; Allied Health Personnel; Inclusion; Interpersonal Competence; Responses; Interaction; Environmental Influences; Prompting; Modeling (Psychology); Delay of Gratification; Incidental Learning + Suchen Sie Ihr Suchwort? Milieutherapie; Autismus; Interpersonale Kommunikation; Kommunikationsstil; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Erzieher; Erzieherin; Kindergärtnerin; Special education; Teacher; Teachers; Sonderpädagoge; Sonderpädagogik; Sonderschulwesen; Lehrer; Lehrerin; Lehrende; Inklusion; Interpersonale Kompetenz; Interaktion; Environmental influence; Umwelteinfluss; Benutzerführung; Modeling; Modelling; Modellierung; Inzidentelles Lernen
Abstract	According to the recent estimate reported by the Centers for Disease Control and Prevention (2018), 1 in 59 children has been identified with autism spectrum disorder (ASD). One of the core characteristics of ASD is a social communication deficit (American Psychiatric Association, 2017). Young children with ASD may exhibit early difficulties in social communication in one or more of the following areas: social reciprocity in turn taking, following the attentional lead of others, initiating and maintaining verbal exchanges, and other social expectations (e.g., greetings and politeness). The purpose of this article is to: (1) provide a review of research on the effectiveness of enhanced milieu teaching (EMT) on social communication skills of children with ASD; and (2) describe how early childhood teachers, early childhood special educators, and speech-language pathologists (SLPs) can implement collaboratively EMT strategies in inclusive early childhood classrooms to enhance children's social communication skills. This expands previous work that has focused on naturalistic teaching approaches with parents and toddlers (Akamoglu & Dinnebeil, 2017; Curiel & Sainato, 2016) to include a focus on implementing EMT by early childhood educators and SLPs with preschool children with ASD. (ERIC).
Anmerkungen	SAGE Publications. 2455 Teller Road, Thousand Oaks, CA 91320. Tel: 800-818-7243; Tel: 805-499-9774; Fax: 800-583-2665; e-mail: journals@sagepub.com; Web site: http://sagepub.com
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01