The Effect of Enhanced Milieu Teaching on Language Deficiency Among Children Who Have Autism Spectrum Disorder or Other Developmental Disabilities. A Meta-analysis and systematic review
We conducted a meta-analysis and systematic review to assess the effectiveness of Enhanced Milieu Teaching (EMT) procedures on language learning skills among toddlers and children who have language and communication impairments co-occurring with ASD and other developmental disabilities. Fifteen p...
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| Format: | Article ou chapitre numérique |
| Langue: | Français |
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2024
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| Accès en ligne: | Accès Université d'Orléans et IFPM |
| Résumé: | We conducted a meta-analysis and systematic review to assess the effectiveness of Enhanced Milieu Teaching (EMT) procedures on language learning skills among toddlers and children who have language and communication impairments co-occurring with ASD and other developmental disabilities. Fifteen published studies were included in the present analysis with an overall of 67 parent-child dyad participants. The included studies were limited to published articles that used single subject designs and that reported AB design graphs. Studies that used group designs or did not display single subject design graphs were excluded. Using Nonoverlap of all pairs (NAP), we calculated overall and specific Effect Sizes (ES) to determine the impact of EMT on the language improvement and communication skills of child participants. We then compared the effects of EMT among ASD, and other developmental disabilities. Finally, a forest plot of Nonoverlap of all pairs (NAP) effect sizes was provided for visual interpretation. The findings suggested strong overall (ES = 0.89 with a 95% CI [0.85, 0.92]). Regarding the effectiveness of EMT, no statistically significant differences were found between child participants who have ASD (M= 0.88, SD = 0.07) and child participants who have other disabilities (M = 0.89, SD = 0.07); T (13) = -0.12, P = 0.90. EMT can be an effective technological package to incorporate in parent training for direct interactions with their child to develop their language and communication skills. We furthermore analyzed maintenance, generalization, social validity of the included studies, and highlighted some limitations.
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