1. Discussion Milieu Teaching Strategies are used to increase both verbal and nonverbal communication interactions of children with language delays. Parents who follow their child’s lead see greater increases in both verbal and nonverbal communication from their children. Siblings trained in using question prompts with their younger brothers with language delays increase their overall vocalizations and play interactions (Hancock & Kaiser, 1996). Structured play verses free play generate varied types of increased communication opportunities for children and their caregivers. Building in wait time and asking open ended questions empowers to take ownership of their communication experience. The current study examines the following: If parents are effectively coached in Milieu Teaching Strategies, will immediate gains in child initiated communication occur? Milieu Teaching Strategies are used to increase both verbal and nonverbal communication interactions of children with language delays. Parents who follow their child’s lead see greater increases in both verbal and nonverbal communication from their children. Siblings trained in using question prompts with their younger brothers with language delays increase their overall vocalizations and play interactions (Hancock & Kaiser, 1996). Structured play verses free play generate varied types of increased communication opportunities for children and their caregivers. Building in wait time and asking open ended questions empowers to take ownership of their communication experience. The current study examines the following: If parents are effectively coached in Milieu Teaching Strategies, will immediate gains in child initiated communication occur? Caregivers have a tremendous impact on shaping the communication interaction they have with their child. The mother in this study responded more to her child as she was coached in Milieu Teaching Strategies. Her child greatly increased his initiated communication during play. Waiting for children to make choices and responding to their vocalizations is a critical component to a more enriching play experience (Hemmeter & Kaiser, 1994). Setting up play is also a main component in the type of communication that may occur for a child. The child in this study showed varied types of communication based upon their play actions The child responded in a rote fashion to the parent, by providing basic familiar answers during parent led play (i.e. Child says the number “one” when mother draws “1”). The mother in this study reshaped her communication to allow her child to take the lead of their play and his communication. The dyad was pushed out of their comfort zone and became more empowered as a result. Caregivers have a tremendous impact on shaping the communication interaction they have with their child. The mother in this study responded more to her child as she was coached in Milieu Teaching Strategies. Her child greatly increased his initiated communication during play. Waiting for children to make choices and responding to their vocalizations is a critical component to a more enriching play experience (Hemmeter & Kaiser, 1994). Setting up play is also a main component in the type of communication that may occur for a child. The child in this study showed varied types of communication based upon their play actions The child responded in a rote fashion to the parent, by providing basic familiar answers during parent led play (i.e. Child says the number “one” when mother draws “1”). The mother in this study reshaped her communication to allow her child to take the lead of their play and his communication. The dyad was pushed out of their comfort zone and became more empowered as a result. Citation Purpose of Research Main Findings Kaiser & Roberts, 2013 To examine differences in using MT strategies by therapists vs therapist w parent MT trained. Parents/therapists combined saw greater gains in children’s levels of communications both in clinical and home settings. Wright et. al, 2013 To package MT strategies with joint attention, emotional regulation, and symbolic play Joint attention along with spontaneous and prompted word usage increased. Symbolic play showed no increase. Hemmeter & Kaiser, 1994 To determine effectiveness of parents trained in MT for their child Parent satisfaction from performance feedback, coaching through video, role play, and play interactions. Ingersoll et. al, 2012 To determine effectiveness of MT with children with Autism. Children made gains in both prompted and spontaneous communication. Research Methods Beth Lattime, M. Ed Kent State University Beth Lattime, M. Ed Kent State University Introduction Results