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Systematic Review and Meta-Analysis of Enhanced Milieu Teaching.

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Title: Systematic Review and Meta-Analysis of Enhanced Milieu Teaching.
Authors: Kang, Veronica Y.1 vkang@umd.edu, Sunyoung Kim2, Gregori, Emily V.2, Maggin, Daniel M.2, Chow, Jason C.3, Hongyang Zhao4
Source: Journal of Speech, Language & Hearing Research. Jan2025, Vol. 68 Issue 1, p259-281. 23p.
Subject Terms: *School environment, *Children with disabilities, *Educational outcomes, *Teaching methods, *Early intervention (Education), *Child development, *Communication, *Psychology of caregivers, *Language acquisition, *ERIC (Information retrieval system), *Speech therapy, *Cultural pluralism, *Child behavior, *Children, Word deafness, Questionnaires, Meta-analysis, Descriptive statistics, Systematic reviews, Social skills, Confidence intervals, Psychology information storage & retrieval systems
Abstract: Purpose: Early language intervention is essential for children with indicators of language delay. Enhanced milieu teaching (EMT) is a naturalistic intervention that supports the language development of children with emerging language. We conducted a systematic review and meta-analysis of all qualifying singlecase and group design studies that evaluate the experimental effects of EMT on child outcomes. Method: We evaluated the risk of bias in the included studies and conducted a descriptive analysis of study quality, effect sizes, and demographics. We reviewed a total of 29 single-case and 17 group design studies in which 1,590 children participated. Results: Out of 46 studies, 39 met the What Works Clearinghouse standards without reservations, showing low levels of risk of bias. The effects were comparable when EMT was implemented alone and when it was implemented with another intervention component, and EMT was more effective when implemented by caregivers than when implemented by therapists. Most studies did not report sufficient participant demographics. Conclusions: The EMT research literature published thus far is of high study quality; the effects across studies are comparable; and the intervention has been studied via a wide range of delivery modalities, contexts, implementers, and samples. Future research could systematically examine the effects of EMT and explore these varying intervention delivery, implementer, and learner characteristics as moderators. [ABSTRACT FROM AUTHOR]
Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
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  Data: Systematic Review and Meta-Analysis of Enhanced Milieu Teaching.
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  Data: <searchLink fieldCode="AR" term="%22Kang%2C+Veronica+Y%2E%22">Kang, Veronica Y.</searchLink><relatesTo>1</relatesTo><i> vkang@umd.edu</i><br /><searchLink fieldCode="AR" term="%22Sunyoung+Kim%22">Sunyoung Kim</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Gregori%2C+Emily+V%2E%22">Gregori, Emily V.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Maggin%2C+Daniel+M%2E%22">Maggin, Daniel M.</searchLink><relatesTo>2</relatesTo><br /><searchLink fieldCode="AR" term="%22Chow%2C+Jason+C%2E%22">Chow, Jason C.</searchLink><relatesTo>3</relatesTo><br /><searchLink fieldCode="AR" term="%22Hongyang+Zhao%22">Hongyang Zhao</searchLink><relatesTo>4</relatesTo>
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  Data: <searchLink fieldCode="JN" term="%22Journal+of+Speech%2C+Language+%26+Hearing+Research%22">Journal of Speech, Language & Hearing Research</searchLink>. Jan2025, Vol. 68 Issue 1, p259-281. 23p.
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  Data: *<searchLink fieldCode="DE" term="%22School+environment%22">School environment</searchLink><br />*<searchLink fieldCode="DE" term="%22Children+with+disabilities%22">Children with disabilities</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+outcomes%22">Educational outcomes</searchLink><br />*<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Early+intervention+%28Education%29%22">Early intervention (Education)</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+development%22">Child development</searchLink><br />*<searchLink fieldCode="DE" term="%22Communication%22">Communication</searchLink><br />*<searchLink fieldCode="DE" term="%22Psychology+of+caregivers%22">Psychology of caregivers</searchLink><br />*<searchLink fieldCode="DE" term="%22Language+acquisition%22">Language acquisition</searchLink><br />*<searchLink fieldCode="DE" term="%22ERIC+%28Information+retrieval+system%29%22">ERIC (Information retrieval system)</searchLink><br />*<searchLink fieldCode="DE" term="%22Speech+therapy%22">Speech therapy</searchLink><br />*<searchLink fieldCode="DE" term="%22Cultural+pluralism%22">Cultural pluralism</searchLink><br />*<searchLink fieldCode="DE" term="%22Child+behavior%22">Child behavior</searchLink><br />*<searchLink fieldCode="DE" term="%22Children%22">Children</searchLink><br /><searchLink fieldCode="DE" term="%22Word+deafness%22">Word deafness</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink><br /><searchLink fieldCode="DE" term="%22Meta-analysis%22">Meta-analysis</searchLink><br /><searchLink fieldCode="DE" term="%22Descriptive+statistics%22">Descriptive statistics</searchLink><br /><searchLink fieldCode="DE" term="%22Systematic+reviews%22">Systematic reviews</searchLink><br /><searchLink fieldCode="DE" term="%22Social+skills%22">Social skills</searchLink><br /><searchLink fieldCode="DE" term="%22Confidence+intervals%22">Confidence intervals</searchLink><br /><searchLink fieldCode="DE" term="%22Psychology+information+storage+%26+retrieval+systems%22">Psychology information storage & retrieval systems</searchLink>
– Name: Abstract
  Label: Abstract
  Group: Ab
  Data: Purpose: Early language intervention is essential for children with indicators of language delay. Enhanced milieu teaching (EMT) is a naturalistic intervention that supports the language development of children with emerging language. We conducted a systematic review and meta-analysis of all qualifying singlecase and group design studies that evaluate the experimental effects of EMT on child outcomes. Method: We evaluated the risk of bias in the included studies and conducted a descriptive analysis of study quality, effect sizes, and demographics. We reviewed a total of 29 single-case and 17 group design studies in which 1,590 children participated. Results: Out of 46 studies, 39 met the What Works Clearinghouse standards without reservations, showing low levels of risk of bias. The effects were comparable when EMT was implemented alone and when it was implemented with another intervention component, and EMT was more effective when implemented by caregivers than when implemented by therapists. Most studies did not report sufficient participant demographics. Conclusions: The EMT research literature published thus far is of high study quality; the effects across studies are comparable; and the intervention has been studied via a wide range of delivery modalities, contexts, implementers, and samples. Future research could systematically examine the effects of EMT and explore these varying intervention delivery, implementer, and learner characteristics as moderators. [ABSTRACT FROM AUTHOR]
– Name: AbstractSuppliedCopyright
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  Data: <i>Copyright of Journal of Speech, Language & Hearing Research is the property of American Speech-Language-Hearing Association and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.)
PLink https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=182006562
RecordInfo BibRecord:
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    Identifiers:
      – Type: doi
        Value: 10.1044/2024_JSLHR-24-00260
    Languages:
      – Code: eng
        Text: English
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      Pagination:
        PageCount: 23
        StartPage: 259
    Subjects:
      – SubjectFull: School environment
        Type: general
      – SubjectFull: Children with disabilities
        Type: general
      – SubjectFull: Educational outcomes
        Type: general
      – SubjectFull: Teaching methods
        Type: general
      – SubjectFull: Early intervention (Education)
        Type: general
      – SubjectFull: Child development
        Type: general
      – SubjectFull: Communication
        Type: general
      – SubjectFull: Psychology of caregivers
        Type: general
      – SubjectFull: Language acquisition
        Type: general
      – SubjectFull: ERIC (Information retrieval system)
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      – SubjectFull: Speech therapy
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      – SubjectFull: Cultural pluralism
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      – SubjectFull: Child behavior
        Type: general
      – SubjectFull: Children
        Type: general
      – SubjectFull: Word deafness
        Type: general
      – SubjectFull: Questionnaires
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      – SubjectFull: Meta-analysis
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      – SubjectFull: Descriptive statistics
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      – SubjectFull: Systematic reviews
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      – SubjectFull: Social skills
        Type: general
      – SubjectFull: Confidence intervals
        Type: general
      – SubjectFull: Psychology information storage & retrieval systems
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    Titles:
      – TitleFull: Systematic Review and Meta-Analysis of Enhanced Milieu Teaching.
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            NameFull: Sunyoung Kim
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            – D: 01
              M: 01
              Text: Jan2025
              Type: published
              Y: 2025
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