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

Autor/inn/en	Dubin, Ashley H.; Lieberman-Betz, Rebecca G.; Ayres, Kevin M.; Zawoyski, Andrea
Titel	The Effects of Prelinguistic Milieu Teaching Implemented in Classrooms for Preschoolers with or at Risk for Autism Spectrum Disorder
Quelle	In: Focus on Autism and Other Developmental Disabilities, 35 (2020) 2, S.79-89 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1088-3576
DOI	10.1177/1088357619888917
Schlagwörter	Milieu Therapy; Preschool Children; Autism; Pervasive Developmental Disorders; Interpersonal Communication; Communication Skills; Special Education; Outcomes of Treatment; Program Implementation + Suchen Sie Ihr Suchwort? Milieutherapie; Pre-school age; Preschool age; Child; Children; Pre-school education; Preschool education; Vorschulalter; Kind; Kinder; Vorschulkind; Vorschulkinder; Vorschulerziehung; Vorschule; Autismus; Interpersonale Kommunikation; Kommunikationsstil; Special needs education; Sonderpädagogik; Sonderschulwesen
Abstract	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. (As Provided).
Anmerkungen	SAGE Publications and Hammill Institute on Disabilities. 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