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University of Kansas Medical Center, Kansas City
University of Kansas, Lawrence
Contact author: Steven F. Warren, 1000 Sunnyside Avenue, Room 1052, University of Kansas, Lawrence, KS 66045-7555. E-mail: sfwarren{at}ku.edu.
Purpose: To evaluate the longitudinal effects of a 6-month course of responsivity education (RE)/prelinguistic milieu teaching (PMT) for young children with developmental delay.
Method: Fifty-one children, age 24–33 months, with fewer than 10 expressive words were randomly assigned to early-treatment/no-treatment groups. All treatment was added as a supplement to services that the children received in the community. Follow-up data were collected 6 and 12 months after the conclusion of the initial 6-month treatment/no-treatment conditions.
Results: No effects of this treatment were detected 6 or 12 months after the conclusion of the initial treatment condition.
Conclusions: M. E. Fey et al. (2006) reported that 6 months of RE/PMT led to a significant treatment effect in the use of intentional communication in 1 of 2 communication sampling contexts. This finding, combined with evidence from other studies, suggests that RE/PMT may be applied clinically at low intensity with the expectation of medium-sized effects on children's rate of intentional communication acts over the short term. The results of the present study, however, provide no evidence for the anticipated longer term benefits of this intervention. Further investigation of the approach at higher intensity levels and for longer periods of time is warranted.
KEY WORDS: early intervention, language intervention, communication intervention, prelinguistic milieu teaching, responsivity education, longitudinal effects, developmental delay, Down syndrome
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