Enhanced Milieu Teaching

Enhanced Milieu Teaching : 

Enhanced Milieu Teaching A Naturalistic Strategy Presented by Karen Custodio Azusa Pacific University SPED 50 Prof. Bartholio April 3, 2010

What are Naturalistic Strategies? : 

What are Naturalistic Strategies? “Naturalistic teaching strategies begin with the student’s intention to communicate and systematically provide models of appropriate communication forms and meaningful social consequences for communication attempts.” (Snell 2006)

Naturalistic Strategies Include: : 

Naturalistic Strategies Include: Pivotal Response Training (PRT) Teaches pivotal behaviors (e.g. persistence, play and social exchange) Picture Exchange Communication System (PECS) Teaches how to make requests Enhanced Milieu Teaching (EMT) Teaches how to respond during natural communication exchange (Snell 2006)

What is Enhanced Milieu Teaching? (EMT) : 

What is Enhanced Milieu Teaching? (EMT) A naturalistic teaching strategy that builds on the principles of incidental teaching and milieu teaching and adds systematic principles of responsive communication style. (Snell 2006)

An Overview of EMT : 

An Overview of EMT Responsive Conversation Strategies Milieu Teaching Procedures Turn taking Respond to student’s communication Speak at student’s target level Follow student’s lead Expand student’s communication Mirror student behavior Expand student’s activities Modeling Mand Model Time Delay Incidental Teaching (Snell 2006) Environmental Arrangement

Environmental Arrangement : 

Environmental Arrangement Provide interesting materials Place them out of student’s reach Provide an inadequate portion of preferred materials Provide choices Create situations in which the student is likely to need assistance Take advantage of unexpected situations All of the above increase the likelihood of communication attempts (Snell 2006)

Responsive Conversational Style : 

Responsive Conversational Style Establish joint mutual attention Teacher and student are focused on the same activity or object Balanced turn taking Speaking turns between conversational partners Contingent Responsiveness Teacher responds quickly and meaningfully to student communication attempts Positive Effect Includes smiling, gentle touching, use of student’s name, a warm tone of voice, and an affirming style

Conversational Examples : 

Conversational Examples Balanced Turn Taking Mr. T: Hi Stu. (Pause) Stu: Hi. Mr. T: Hey, you’ve got a baseball card. Stu: Me ball too. Mr. T: You like baseball? Stu: (Nods yes) Mr. T: You like baseball. I bet you watch it on TV. Stu: Me. (Nods yes) Mr. T: You watch baseball on TV. Contingently Responsive and Positive Affect Amy: (Takes out note from mom and plays with it) Mr. T: You brought a note. (Watch and pause). Amy is that note for me? Amy: Uh huh. Mr. T: (Looks at Amy and extends his hand and waits.) Amy: Here (Gives the note to Mr. T) Mr. T: Thank you Amy. Let’s see what your mom has to say. (Holds the note where Amy can see it as he reads.) (Snell 2006)

Core Milieu Teaching Procedures : 

Core Milieu Teaching Procedures

Modeling : 

Modeling (Snell 2006)

Mand-Model : 

Mand-Model (Snell 2006)

Time Delay : 

Time Delay Teacher is near and looking at the student. The teacher pauses as student attends to material or makes nonverbal request. Teacher waits for the student to verbalize. If no response within 5 seconds, teacher models and appropriate response. Positive feedback and immediately offering the desired material or assistance follow student’s verbal response (Snell 2006)

Incidental Teaching : 

Incidental Teaching (Snell 2006)

Guidelines for Using EMT : 

Guidelines for Using EMT Teach when the student is interested. Teach what is functional for the student at the moment. Stop while everyone is still enjoying the interaction (Snell 2006)

Why is EMT Appropriate for moderate/severe students? : 

Why is EMT Appropriate for moderate/severe students? Works well with AAC devices Models forms slightly more advanced than current spontaneous language. Teaching is most effective when student indicates an interest Increases opportunities for communication Increases communication attempts Teaches equivalent forms to make same request Facilitates generalization (Snell 2006)

Research : 

Research Over 50 empirical studies Effective for teaching a range of productive language skills to M/S students Positively affects general language skills Generalization across settings has been reported Increases level of responsive communicative behavior (Snell 2006)

For Students with Autism : 

For Students with Autism Studies demonstrate effectiveness of EMT Teaches functional communication in social contexts. Addresses skill deficit and problems of use common to students with autism. It is appropriate for students with very different skill levels Emphasizes the acquisition of spontaneous communication skills Helps autistic students move from imitation to spontaneous interaction and choice making. (Snell 2006)

increase students’ functional communication! : 

increase students’ functional communication! The goal of all language intervention strategies including EMT is to:

References : 

References Snell, Martha E., Fredda Brown. (2006). Instruction of Students with Severe Disabilities. 6th ed. Upper Saddle River, NJ: Pearson. pp. 450-469