A comparison of high and low dosages of a component of milieu teaching strategies for two preschool-age learners with autism spectrum disorder

Hannah M. Julien, Joe E Reichle

Research output: Contribution to journalArticlepeer-review

3 Scopus citations

Abstract

Purpose: The intersection of treatment intensity and communication intervention is an emerging area of investigation. Milieu teaching (MT) approaches for teaching communication skills to children with autism spectrum disorder (ASD) have a substantial evidence base (see Goldstein, 2002). However, a relatively small percentage (37.8%) of MT studies have fully detailed the parameters that are required to determine treatment intensity (Parker- McGowan et al., 2014). This study compared the effect of two dosages of the modeling component of milieu teaching on acquisition and maintenance of new vocabulary for two preschoolers with ASD. Method: Low- and high-dosage conditions were compared within an adapted alternating treatments design. Participants were two preschool-age children with ASD. Results: Results suggested a functional relationship between dose of MT models and acquisition of vocabulary items. For 1 participant, a high-dose application yielded more efficient acquisition. For the second participant, a low-dose application yielded more efficient acquisition. Conclusion: The results of this study highlight the influence of individual differences in ostensibly similar persons and response to intervention. The need for better quantifying dosage parameters and examining the relationship between dosage and intervention approaches for preschool-age learners with ASD is discussed.

Original languageEnglish (US)
Pages (from-to)87-98
Number of pages12
JournalLanguage, Speech, and Hearing Services in Schools
Volume47
Issue number1
DOIs
StatePublished - Jan 2016

Fingerprint

Dive into the research topics of 'A comparison of high and low dosages of a component of milieu teaching strategies for two preschool-age learners with autism spectrum disorder'. Together they form a unique fingerprint.

Cite this