2014
DOI: 10.1044/2014_lshss-13-0087
|View full text |Cite
|
Sign up to set email alerts
|

Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review

Abstract: 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.

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
3
1
1

Citation Types

1
15
0
2

Year Published

2016
2016
2023
2023

Publication Types

Select...
4
3
1

Relationship

0
8

Authors

Journals

citations
Cited by 21 publications
(19 citation statements)
references
References 44 publications
1
15
0
2
Order By: Relevance
“…When beginning the secondary analysis, we were concerned that distinguishing between intentional and incidental use would be too subjective to assess reliably, but we established an operational definition of intentional versus incidental use that yielded robust interobserver agreement (see Table 1). Although we developed a reliable measure, we do not know the Boptimal^levels or dose of intentional versus incidental strategy use for children with ASD and other DD, particularly when these strategies are used by the child's parents (Parker-McGowan et al 2014). Karen and Melissa engaged in very different levels of incidental strategy use in the beginning of the study and, although Melissa began to apply the strategies in compliance with the protocol once she received coaching, she continued to engage in incidental strategy use throughout the study.…”
Section: Hypothesis A: Parent Strategy Use Was Influenced By Intentiomentioning
confidence: 99%
“…When beginning the secondary analysis, we were concerned that distinguishing between intentional and incidental use would be too subjective to assess reliably, but we established an operational definition of intentional versus incidental use that yielded robust interobserver agreement (see Table 1). Although we developed a reliable measure, we do not know the Boptimal^levels or dose of intentional versus incidental strategy use for children with ASD and other DD, particularly when these strategies are used by the child's parents (Parker-McGowan et al 2014). Karen and Melissa engaged in very different levels of incidental strategy use in the beginning of the study and, although Melissa began to apply the strategies in compliance with the protocol once she received coaching, she continued to engage in incidental strategy use throughout the study.…”
Section: Hypothesis A: Parent Strategy Use Was Influenced By Intentiomentioning
confidence: 99%
“…Previous research has used single case experimental design (SCED) and group designs to evaluate parent training for families of children with severe disabilities (Parker‐McGowan et al . , Kent‐Walsh et al . , Pennington et al .…”
Section: Introductionmentioning
confidence: 99%
“…The current study is the first stage in evaluating this complex intervention (Craig et al 2008). Previous research has used single case experimental design (SCED) and group designs to evaluate parent training for families of children with severe disabilities (Parker-McGowan et al 2014, Kent-Walsh et al 2015, Pennington et al 2018. Whereas group designs usually evaluate between-and within-group differences at discrete points in time (e.g., at one point before and one or two points after intervention), SCED uses multiple measurements to observe the point at which behaviour change begins and how it proceeds.…”
Section: Introductionmentioning
confidence: 99%
“…It is also recommended that children be referred for occupational, physical and speech therapy in early life or at school entry, as warranted, given their emerging pattern of developmental strengths and weaknesses as well as substantial risk for motor and possible communication difficulties. While there is a growing literature that outcome is better for children who receive early intervention with a host of developmental disorders (469), the intensity or dosage of treatment required to substantially alter outcome is an area of active research (470,471) and contingent on the deficit being targeted and therapy employed (472).…”
Section: Introductionmentioning
confidence: 99%