Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay

Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-...
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Autor*in:	Yalda Kazemi [verfasserIn] Fatemeh Mohebinejad [verfasserIn]

Format:	E-Artikel
Sprache:	Englisch

Erschienen:	2020

Schlagwörter:	language delay early intervention parenthood education milieu therapy

Übergeordnetes Werk:	In: Iranian Rehabilitation Journal - Negah Institute for Scientific Communication, 2017, 18(2020), 1, Seite 99-112
Übergeordnetes Werk:	volume:18 ; year:2020 ; number:1 ; pages:99-112

Links:	Link aufrufen Link aufrufen Journal toc Journal toc

Katalog-ID:	DOAJ065826442

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allfields	(DE-627)DOAJ065826442 (DE-599)DOAJb06b3bce10264ddbba672e36ad170dc5 DE-627 ger DE-627 rakwb eng HD7255-7256 Yalda Kazemi verfasserin aut Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children. language delay early intervention parenthood education milieu therapy Medicine R Vocational rehabilitation. Employment of people with disabilities Fatemeh Mohebinejad verfasserin aut In Iranian Rehabilitation Journal Negah Institute for Scientific Communication, 2017 18(2020), 1, Seite 99-112 (DE-627)654746370 (DE-600)2599706-3 17353610 nnns volume:18 year:2020 number:1 pages:99-112 https://doaj.org/article/b06b3bce10264ddbba672e36ad170dc5 kostenfrei http://irj.uswr.ac.ir/article-1-1044-en.html kostenfrei https://doaj.org/toc/1735-3602 Journal toc kostenfrei https://doaj.org/toc/1735-3610 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2020 1 99-112
spelling	(DE-627)DOAJ065826442 (DE-599)DOAJb06b3bce10264ddbba672e36ad170dc5 DE-627 ger DE-627 rakwb eng HD7255-7256 Yalda Kazemi verfasserin aut Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children. language delay early intervention parenthood education milieu therapy Medicine R Vocational rehabilitation. Employment of people with disabilities Fatemeh Mohebinejad verfasserin aut In Iranian Rehabilitation Journal Negah Institute for Scientific Communication, 2017 18(2020), 1, Seite 99-112 (DE-627)654746370 (DE-600)2599706-3 17353610 nnns volume:18 year:2020 number:1 pages:99-112 https://doaj.org/article/b06b3bce10264ddbba672e36ad170dc5 kostenfrei http://irj.uswr.ac.ir/article-1-1044-en.html kostenfrei https://doaj.org/toc/1735-3602 Journal toc kostenfrei https://doaj.org/toc/1735-3610 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2020 1 99-112
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allfieldsGer	(DE-627)DOAJ065826442 (DE-599)DOAJb06b3bce10264ddbba672e36ad170dc5 DE-627 ger DE-627 rakwb eng HD7255-7256 Yalda Kazemi verfasserin aut Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children. language delay early intervention parenthood education milieu therapy Medicine R Vocational rehabilitation. Employment of people with disabilities Fatemeh Mohebinejad verfasserin aut In Iranian Rehabilitation Journal Negah Institute for Scientific Communication, 2017 18(2020), 1, Seite 99-112 (DE-627)654746370 (DE-600)2599706-3 17353610 nnns volume:18 year:2020 number:1 pages:99-112 https://doaj.org/article/b06b3bce10264ddbba672e36ad170dc5 kostenfrei http://irj.uswr.ac.ir/article-1-1044-en.html kostenfrei https://doaj.org/toc/1735-3602 Journal toc kostenfrei https://doaj.org/toc/1735-3610 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2020 1 99-112
allfieldsSound	(DE-627)DOAJ065826442 (DE-599)DOAJb06b3bce10264ddbba672e36ad170dc5 DE-627 ger DE-627 rakwb eng HD7255-7256 Yalda Kazemi verfasserin aut Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay 2020 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children. language delay early intervention parenthood education milieu therapy Medicine R Vocational rehabilitation. Employment of people with disabilities Fatemeh Mohebinejad verfasserin aut In Iranian Rehabilitation Journal Negah Institute for Scientific Communication, 2017 18(2020), 1, Seite 99-112 (DE-627)654746370 (DE-600)2599706-3 17353610 nnns volume:18 year:2020 number:1 pages:99-112 https://doaj.org/article/b06b3bce10264ddbba672e36ad170dc5 kostenfrei http://irj.uswr.ac.ir/article-1-1044-en.html kostenfrei https://doaj.org/toc/1735-3602 Journal toc kostenfrei https://doaj.org/toc/1735-3610 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ SSG-OLC-PHA GBV_ILN_20 GBV_ILN_22 GBV_ILN_23 GBV_ILN_24 GBV_ILN_39 GBV_ILN_40 GBV_ILN_60 GBV_ILN_62 GBV_ILN_63 GBV_ILN_65 GBV_ILN_69 GBV_ILN_73 GBV_ILN_74 GBV_ILN_95 GBV_ILN_105 GBV_ILN_110 GBV_ILN_151 GBV_ILN_161 GBV_ILN_170 GBV_ILN_206 GBV_ILN_213 GBV_ILN_230 GBV_ILN_285 GBV_ILN_293 GBV_ILN_602 GBV_ILN_2014 GBV_ILN_4012 GBV_ILN_4037 GBV_ILN_4112 GBV_ILN_4125 GBV_ILN_4126 GBV_ILN_4249 GBV_ILN_4305 GBV_ILN_4306 GBV_ILN_4307 GBV_ILN_4313 GBV_ILN_4322 GBV_ILN_4323 GBV_ILN_4324 GBV_ILN_4325 GBV_ILN_4338 GBV_ILN_4367 GBV_ILN_4700 AR 18 2020 1 99-112
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source	In Iranian Rehabilitation Journal 18(2020), 1, Seite 99-112 volume:18 year:2020 number:1 pages:99-112
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callnumber-first	H - Social Science
author	Yalda Kazemi
spellingShingle	Yalda Kazemi misc HD7255-7256 misc language delay misc early intervention misc parenthood education misc milieu therapy misc Medicine misc R misc Vocational rehabilitation. Employment of people with disabilities Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay
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topic_title	HD7255-7256 Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay language delay early intervention parenthood education milieu therapy
topic	misc HD7255-7256 misc language delay misc early intervention misc parenthood education misc milieu therapy misc Medicine misc R misc Vocational rehabilitation. Employment of people with disabilities
topic_unstemmed	misc HD7255-7256 misc language delay misc early intervention misc parenthood education misc milieu therapy misc Medicine misc R misc Vocational rehabilitation. Employment of people with disabilities
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title	Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay
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title_full	Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay
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title_sort	persian adaptation of enhanced milieu teaching for iranian children with expressive language delay
callnumber	HD7255-7256
title_auth	Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay
abstract	Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children.
abstractGer	Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children.
abstract_unstemmed	Objectives: This study aimed at adapting and examining the applicability of the Teach-Model-Coach-Review model of the Enhanced Milieu Teaching (EMT) approach for improving Iranian mothers’ language strategies while interacting with their toddlers with expressive language delay. Methods: In a single-subject multiple-baseline across-behavior study, the mothers of 3 toddlers with expressive language delay attended a series of intervention sessions to be taught how to modify their interaction strategies/behaviors, including noticing and responding, turn-taking, and expanding. Their behaviors were video-recorded, and the percentages of mother’s behaviors were calculated. Visual analysis and an Improvement Rate Difference (IRD) metric were provided to document the mothers’ progress. Fidelity was checked, using a checklist of items taught by the clinician, as well as a quality check of the sessions. Results: Mothers indicated the improved levels of strategy usage after receiving EMT and maintained their skills at criterion levels after the termination of the intervention. IRD for notice-respond, turn-taking, and expanding was 0.88, 0.91, and 0.88 for FA’s mother, respectively. IRD was 0.92 and 1 for AM’s mother. The two strategies of notice-response and turn-taking showed IRDs of 1 and 0.66 for KA’s mother. Discussion: Iranian speech therapists employ a Persian-adapted edition of the Teach-Model-Coach-Review model of EMT with confidence to follow the improvement of parents’ strategies usage within an early intervention course of management of child language delay. The model provides a systematic education of parents to address the communication needs of their children.
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title_short	Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay
url	https://doaj.org/article/b06b3bce10264ddbba672e36ad170dc5 http://irj.uswr.ac.ir/article-1-1044-en.html https://doaj.org/toc/1735-3602 https://doaj.org/toc/1735-3610
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up_date	2024-07-03T16:47:41.771Z
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Persian Adaptation of Enhanced Milieu Teaching for Iranian Children With Expressive Language Delay

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