In this study, the authors examined the effects of training four parents from low-socioeconomic environments to use Enhanced Milieu Teaching (EMT) with their young children with language delay. Parents were taught to use the following EMT strategies during eight to 10 individualized, home-based sessions: matched turns, expansions, time delays, and milieu teaching prompts. A single-case, multiple-baseline design across behaviors replicated across four parent/child dyads was used to evaluate the parents’ use of the EMT strategies. Child language outcomes were also assessed using pre- and post-intervention language samples. All parents learned and demonstrated use of each language support strategy to set criterion levels. Results from this study indicated a functional relationship between the brief parent-implemented language intervention training and parents’ use of language support strategies. In addition, all four children demonstrated gains in expressive language. Additional research is needed to assess fidelity and dosage of parents’ use of strategies on specific child language outcomes and to determine how to facilitate maintenance of parents’ use of strategies over time.

中文翻译：

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家长实施的语言干预，用于向社会经济地位低的家长教授强化环境教学策略

在这项研究中，作者研究了培训来自低社会经济环境的四位父母使用增强环境教学 (EMT) 与语言延迟的幼儿的效果。家长被教导在 8 到 10 次个性化、基于家庭的课程中使用以下 EMT 策略：匹配的转弯、扩展、时间延迟和环境教学提示。跨四个父/子二元组复制的跨行为的单案例、多基线设计用于评估父母对 EMT 策略的使用。还使用干预前和干预后的语言样本评估了儿童语言结果。所有家长都学习并展示了使用每种语言支持策略来设置标准水平。这项研究的结果表明，父母实施的简短语言干预培训与父母使用语言支持策略之间存在功能关系。此外，所有四个孩子都表现出语言表达的进步。需要更多的研究来评估父母对特定儿童语言结果使用策略的保真度和用量，并确定如何促进父母长期使用策略的维持。