Enhanced milieu teaching with phonological emphasis: A pilot, telepractice study for parent training in early intervention

Abstract

Purpose

This pilot study evaluated enhanced milieu teaching with phonological emphasis (EMT + PE) parent training intervention delivered through telepractice and its impact on parent implementation, child speech outcomes, and child language outcomes.

Method

A multiple baseline design across behaviours was used to assess response to parent training and child outcomes. The intervention was delivered to four parents and their young children with repaired cleft palate. Speech production, receptive language, and expressive language were assessed prior to intervention. EMT + PE strategies including matched turns, modelling and expansions, and prompting/speech recasting were taught to parents using the teach-model-coach-review model. Social validity questionnaires were administered pre- and post-intervention to assess parents’ rating of competence and confidence for managing their child’s early development. Reliability and procedural fidelity were conducted.

Result

All parents increased their use of modelling and expansions, and prompting and speech recasting in response to training, as evidenced by large effect sizes. Children also responded positively to these strategies by increasing percentage of consonants correct (PCC) and target vocabulary, although PCC gains were less than observed in a prior hybrid telepractice and face-to-face intervention. Social validity measures indicated parents increased their confidence to provide intervention for their children.

Conclusion

This pilot study indicated that effective parent training in EMT + PE strategies can be delivered through telepractice.

Keywords:

• cleft palate
• early intervention
• parent training
• vocabulary intervention
• speech intervention
• craniofacial

Disclosure statement

No potential conflict of interest was reported by the author(s).

Supplementary material

Supplemental data for this article can be accessed online at https://doi.org/10.1080/17549507.2023.2199176.