A Comparison of High and Low Dosages of a Component of Milieu Teaching Strategies for Two Preschool-Age Learners With Autism Spectrum Disorder 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 ... Research Note
Research Note  |   January 01, 2016
A Comparison of High and Low Dosages of a Component of Milieu Teaching Strategies for Two Preschool-Age Learners With Autism Spectrum Disorder
 
Author Affiliations & Notes
  • Hannah M. Julien
    University of Minnesota, Minneapolis
  • Joe Reichle
    University of Minnesota, Minneapolis
  • 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 Hannah M. Julien: julie006@umn.edu
  • Editor: Marilyn Nippold
    Editor: Marilyn Nippold×
  • Associate Editor: Kerry Proctor-Williams
    Associate Editor: Kerry Proctor-Williams×
Article Information
Development / Special Populations / Autism Spectrum / Language Disorders / Research Notes
Research Note   |   January 01, 2016
A Comparison of High and Low Dosages of a Component of Milieu Teaching Strategies for Two Preschool-Age Learners With Autism Spectrum Disorder
Language, Speech, and Hearing Services in Schools, January 2016, Vol. 47, 87-98. doi:10.1044/2015_LSHSS-15-0035
History: Received June 10, 2015 , Revised August 31, 2015 , Accepted November 25, 2015
 
Language, Speech, and Hearing Services in Schools, January 2016, Vol. 47, 87-98. doi:10.1044/2015_LSHSS-15-0035
History: Received June 10, 2015; Revised August 31, 2015; Accepted November 25, 2015

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.

Acknowledgments
This work supported in part by a grant #2-T73MC12835-03-00 from the Maternal & Child Health Bureau of the U.S. Department of Health and Human Services awarded to the University of Minnesota.
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