Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review Purpose This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007)  to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention intensity) was reported in the located empirically ... Review
Review  |   October 2014
Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review
 
Author Affiliations & Notes
  • Quannah Parker-McGowan
    University of Minnesota at Twin Cities
  • Mo Chen
    University of Minnesota at Twin Cities
  • Joe Reichle
    University of Minnesota at Twin Cities
  • Shivani Pandit
    University of Minnesota at Twin Cities
  • LeAnne Johnson
    University of Minnesota at Twin Cities
  • Shelley Kreibich
    University of Minnesota at Twin Cities
  • Disclosure: The authors have declared that no competing interests existed at the time of publication.
    Disclosure: The authors have declared that no competing interests existed at the time of publication.×
  • Correspondence to Quannah Parker-McGowan: parke642@umn.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Carla Jackson
    Associate Editor: Carla Jackson×
  • © American Speech-Language-Hearing Association
Article Information
Special Populations / Review
Review   |   October 2014
Describing Treatment Intensity in Milieu Teaching Interventions for Children With Developmental Disabilities: A Review
Language, Speech, and Hearing Services in Schools, October 2014, Vol. 45, 351-364. doi:10.1044/2014_LSHSS-13-0087
History: Received October 30, 2013 , Revised February 11, 2014 , Accepted June 11, 2014
 
Language, Speech, and Hearing Services in Schools, October 2014, Vol. 45, 351-364. doi:10.1044/2014_LSHSS-13-0087
History: Received October 30, 2013; Revised February 11, 2014; Accepted June 11, 2014
Web of Science® Times Cited: 1

Purpose This investigation aimed to apply the dosage framework proposed by Warren, Fey, and Yoder (2007)  to variations of milieu language teaching intervention strategies to explore how each of the dosage parameters (i.e., dose, dose form, dose frequency, total duration, and cumulative intervention intensity) was reported in the located empirically based applications with learners between birth and 23 years of age.

Method A systematic search located existing studies that implemented a milieu teaching intervention for children with developmental disabilities. Dosage data were then extracted from 42 studies along with study characteristics and participant characteristics.

Results Only 37.8% of empirical investigations provided a clear definition of treatment intensity and reported the full range of dosage parameters, thus making it difficult to compare the results across investigations. Of the investigations that reported on all dosage parameters, the majority were single-case design as opposed to group design studies.

Conclusions 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.

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