Effects of a Modified Milieu Therapy Intervention on the Social Communicative Behaviors of Young Children with Autism Spectrum Disorders

Mancil, G. Richmond; Conroy, Maureen A.; Haydon, Todd

doi:10.1007/s10803-008-0613-3

Cited by 39 publications

(20 citation statements)

References 31 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The boys in this study learned to say and generalize set phrases, such as “ Good morning ,” but there is no evidence that they could spontaneously produce nontargeted words or phrases. Other studies have used functional communication training to decrease problem behaviors and increase communication [Mancil, Conroy, & Haydon, ]. In nearly all cases, interventions target the training of words or phrases that are often set phrases or words used to request, “ I want … ” Thus, in these studies, changes in communication were limited to the requesting function and increased responding, not spontaneous initiations.…”

Section: Interventions For the Minimally Verbal Child With Asdmentioning

confidence: 99%

Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum

2013

View full text Add to dashboard Cite

It is currently estimated that about 30% of children with autism spectrum disorder remain minimally verbal, even after receiving years of interventions and a range of educational opportunities. Very little is known about the individuals at this end of the autism spectrum; in part because this is a highly variable population with no single set of defining characteristics or patterns of skills or deficits, and in part because it is extremely challenging to provide reliable or valid assessments of their developmental functioning. In this paper we summarize current knowledge based on research including minimally verbal children. We review promising new novel methods for assessing the verbal and nonverbal abilities of minimally verbal school-aged children, including eye-tracking and brain imaging methods that do not require overt responses. We then review what is known about interventions that may be effective in improving language and communication skills, including discussion of both non-augmentative and augmentative methods. In the final section of the paper we discuss the gaps in the literature and needs for future research.

show abstract

Section: Interventions For the Minimally Verbal Child With Asdmentioning

confidence: 99%

Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum

2013

View full text Add to dashboard Cite

show abstract

“…It may be useful to conduct a functional behavior assessment prior to PMT implementation to inform additional strategies that may be necessary during intervention sessions (e.g., use of extinction; reducing time delay before prompting to ensure use of IC is easier than engagement in challenging behavior). A previous study examining the effectiveness of milieu therapy combined with functional communication training conducted functional analyses as part of preintervention assessment (Mancil et al, 2009). Mancil and colleagues found positive intervention effects for concurrent acquisition of communication skills and reduction of challenging behaviors.…”

Section: Discussionmentioning

confidence: 99%

The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder

Dubin

Lieberman-Betz

Ayres

et al. 2019

Focus Autism Other Dev Disabl

View full text Add to dashboard Cite

Much research exists supporting the efficacy of naturalistic behavioral interventions on increasing social communication skills for children with autism spectrum disorder (ASD); however, these evidence-based interventions are not consistently utilized in preschool classrooms. Prelinguistic Milieu Teaching was used to teach early intentional communication (i.e., purposeful and coordinated use of vocalizations, gestures, and eye contact) to three preschool students with or at risk for ASD. The present study extends prior research demonstrating the effects of PMT in increasing intentional communication through implementation in a preschool special education classroom, measurement of collateral gains related to PMT targets, and measurement of maintenance and generalization of gains. Results indicate students increased their rates of intentional communication upon introduction of PMT. These gains maintained over time for two students. Present study results have implications for future research and practice regarding the efficacy and feasibility of implementing PMT in preschool classrooms.

show abstract

“…Over the last twenty years additional research has bolstered our position that communication intervention should occur in real-world, interactive, social contexts with responsive communication partners (Mancil, Conroy, & Haydon, 2009; Smith, Warren, Yoder, & Feurer, 2004; Tager-Flusberg et al, 2009). Intervention provided in the context of familiar daily life experiences leads to communication within functional contexts and fosters maintenance and generalization of newly learned communication skills in similar contexts in the natural environment (e.g., Mancil et al, 2009). …”

Section: Intervention Guidancementioning

confidence: 99%

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

Brady

Bruce

Goldman

et al. 2016

American Journal on Intellectual and Developmental Disabilities

181

View full text Add to dashboard Cite

The National Joint Committee for the Communication Needs of People with Severe Disabilities (NJC) reviewed literature regarding practices for people with severe disabilities in order to update guidance provided in documents originally published in 1992. Changes in laws, definitions, and policies that affect communication attainments by persons with severe disabilities are presented, along with guidance regarding assessment and intervention practices. A revised version of the Communication Bill of Rights, a powerful document that describes the communication rights of all individuals, including those with severe disabilities is included in this article. The information contained within this article is intended to be used by professionals, family members, and individuals with severe disabilities to inform and advocate for effective communication services and opportunities.

show abstract

Effects of a Modified Milieu Therapy Intervention on the Social Communicative Behaviors of Young Children with Autism Spectrum Disorders

Cited by 39 publications

References 31 publications

Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum

Minimally Verbal School‐Aged Children with Autism Spectrum Disorder: The Neglected End of the Spectrum

The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers With or at Risk for Autism Spectrum Disorder

Communication Services and Supports for Individuals With Severe Disabilities: Guidance for Assessment and Intervention

Contact Info

Product

Resources

About