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      The Effects of Enhanced Milieu Teaching With Phonological Emphasis on the Speech and Language Skills of Young Children With Cleft Palate: A Pilot Study

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          Abstract

          Purpose

          The purpose of this pilot study was to investigate the extent to which a naturalistic communication intervention, enhanced milieu teaching with phonological emphasis (EMT+ PE), improved the language and speech outcomes of toddlers with cleft lip and/or palate (CL/P).

          Method

          Nineteen children between 15 and 36 months ( M = 25 months) with nonsyndromic CL/P and typical cognitive development were randomly assigned to a treatment (EMT+PE) or nontreatment, business-as-usual (BAU), experimental condition. Participants in the treatment group received forty-eight 30-min sessions, biweekly during a 6-month period. Treatment was delivered in a university clinic by trained speech language pathologists; fidelity of treatment was high across participants.

          Results

          Children in the treatment group had significantly better receptive language scores and a larger percentage of consonants correct than children in the BAU group at the end of intervention. Children in the treatment group made greater gains than children in the BAU group on most language measures; however, only receptive language, expressive vocabulary (per parent report), and consonants correct were significant.

          Conclusions

          The results of this preliminary study indicate that EMT+PE is a promising early intervention for young children with CL/P. Replication with a larger sample and long-term follow-up measures are needed.

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          Author and article information

          Journal
          Am J Speech Lang Pathol
          Am J Speech Lang Pathol
          AJSLP
          American Journal of Speech-Language Pathology
          American Speech-Language-Hearing Association
          1058-0360
          1558-9110
          August 2017
          15 August 2017
          1 February 2018
          : 26
          : 3
          : 806-818
          Affiliations
          [a ]Vanderbilt University, Nashville, TN
          [b ]Arizona State University, Tempe
          [c ]The George Washington University, Washington, DC
          [d ]Northwestern University, Evanston, IL
          Author notes

          Disclosure: The authors have declared that no competing interests existed at the time of publication.

          Correspondence to Ann P. Kaiser: ann.kaiser@ 123456vanderbilt.edu

          Editor: Krista Wilkinson

          Associate Editor: Rebecca McCauley

          Article
          PMC5829794 PMC5829794 5829794 10580360002600030806
          10.1044/2016_AJSLP-16-0008
          5829794
          28586828
          a5a73cf0-c652-44f6-9174-4b8d0f6d81ec
          Copyright © 2017 American Speech-Language-Hearing Association
          History
          : 14 January 2016
          : 10 August 2016
          : 28 December 2016
          Page count
          Pages: 13
          Funding
          This research was supported by the National Institute of Deafness and Other Communication Disorders 1R21DCOO9654 and by support to the Vanderbilt Institute for Clinical and Translational Research from the National Center for Advancing Translational Sciences UL1 TR000445. This research was conducted at Vanderbilt University and East Tennessee State University.
          Categories
          Research Articles

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