Note: This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock. You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown). Check your printer instructions to print double-sided pages. To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. To change the logo to your own, right- click the picture “replace with LOGO” and choose Change Picture. Am I Doing it Right? References HEATHER BROWNFIELD TEACHING CHILDREN LANGUAGE Hancock, T. B., & Kaiser, A. P. (2002). The effects of trainer-implemented enhanced milieu teaching on the social communication of children with autism. Topics in Early Childhood Special Education, 22(1), Hemmeter, M. L., & Kaiser, A. P. (1994). Enhanced milieu teaching: Effects of parent-implemented language intervention. Journal of Early Intervention, (3), Kaiser, A. P., Hancock, T. B., & Nietfeld, J. P. (2000). The effects of parent- implemented enhanced milieu teaching on the social communication of children who have autism. Early Education & Development, 11(4), Olive, M. L., Cruz, B., Davis, T. N., Chan, J. M., Lang, R. B., O'Reilly, M. F., & Dickson, S. M. (2007). The effects of enhanced milieu teaching and a voice output communication aid on the requesting of three children with autism. J Autism Dev Disord, 37, Peterson, P., Carta, J. J., & Greenwood, C. (2005). Teaching enhanced milieu language teaching skills to parents in multiple risk families. Journal of Early Intervention, 27(2), Picture retrieved from: -daycare-parent-involvement.html My child began the communication My child requested an object I recognize my child wants something (“You want the ball?”) I wait for my child to respond (make a sound, say a word, point, etc.) I expand on my child’s response (“I want the ball,” “Ball, please,” etc.) I give the child the item they wanted

Note: This brochure is designed to be printed. You should test print on regular paper to ensure proper positioning before printing on card stock. You may need to uncheck Scale to Fit Paper in the Print dialog (in the Full Page Slides dropdown). Check your printer instructions to print double-sided pages. To change images on this slide, select a picture and delete it. Then click the Insert Picture icon in the placeholder to insert your own image. To change the logo to your own, right- click the picture “replace with LOGO” and choose Change Picture. Why is it Important? This strategy has been used with many children and has been proven to be successful. Parents who have used this intervention noticed the amount of language their child used increased and their ability to communicate and have a conversation also increased. Children are more likely to learn and use language when it is meaningful to them. Once they start to learn that language and communication gets their needs met, they will start to use it more often. Parents can have a big effect on their child’s language. By showing interest in what your child is doing/saying and responding to them, you are teaching your child that their language is meaningful and that when they are communicating, you will listen and respond. How do I do it?How do I know if it is Working? Place toys, cups, etc. out of reach of your child. Put items in containers they cannot open. Doing this will mean your child will have to come to you for help. Your child will request an object (this can be with words/sounds, or pointing) Recognize that your child wants something (say, “You want the ball?”) Wait for your child to respond (they may make a sound, say the name of the item, point, etc.) Expand on your child’s response (“I want the ball,” “Ball, please,” etc.) End on a positive note (give your child the item they wanted) This intervention encourages social communication (conversations), turn-taking (taking turns in conversation and during play), and also encourages children to start a conversation with you. *This strategy should be used in situations that occur naturally (during meal times, during bath time, while your child is playing, etc.). It also should include the child’s interests (put toys and items you know they would want out of reach) and they should start the communication. Before starting the intervention, observe your child and take note of the kind of language and communication your child is using (what words and/or sounds are they using, are they pointing to get things, do they seek you for help, how often are they doing these things, etc.) Set goals for your child -I want my child to use 2 words to ask for something or to describe something (“want “ball,” “ball, please,” “red ball,” “bounce ball,” “dog runs,” etc.) -I want my child to use words more often -I want my child to use words more often without an adult having to ask them to say something While you are using the strategy take note of the child’s language and communication, again. Look back at your notes from the beginning, what has changed? Has your child met the goals you set for them? Are they communicating more? Etc. *See table provided