This paper discusses a comparison of the effects of enhanced milieu teaching (EMT) implemented by parents and therapists versus therapists only on the language skills of preschool children with intellectual disabilities (IDs), including children with Down syndrome and children with autism spectrum disorders (Kaiser & Roberts, 2013).
This paper discusses the relationship between chronological age and performance, and the relationship between maternal education and language abilities (Qi, Kaiser, Marley, & Milan, 2012).
This paper reports astudy that investigated the extent to which a parent-implemented language intervention improves language skills in toddlers at risk for persistent language impairment (LI) as compared with a group of typically developing toddlers (Roberts & Kaiser, 2012).
This paper reports comparative phonological assessment results for children with cleft lip and/or palate (CLP) to typically developing peers using an evaluation tool for early phonological skills (Scherer, Williams, Stoel-Gammon, & Kaiser, 2012).
The purpose of this study was to determine if an intervention consisting of contingently imitating play, modeling expansions of play actions, and describing play actions increased the diversity of object play in young children with disabilities (Frey & Kaiser, 2010).
This article describes early intervention to support communication development for young children with Autism Spectrum Disorder (Kaiser, Nietfeld, & Roberts, 2010).
This chapter describes early intervention for language and communication for young children with Cleft Lip and Palate (Scherer & Kaiser, 2010).
This paper describes intervention for increasing responsiveness in younger siblings with Down Syndrome by using research-based interaction strategies (Trent, Kaiser, & Frey, 2007).
This article explains strategies interventionists can use to help parents support their children’s communication development (Kaiser, Hancock, & Trent, 2007).
This chapter describes early intervention for language and communication and the effects on young children with disabilities (Kaiser & Trent, 2007).
This study explores early language intervention for children with cleft palate and answers frequently asked questions from parents about cleft palate (Scherer & Kaiser, 2007).
This article outlines Enhanced Milieu Teaching (EMT), the primary language intervention employed by the KidTalk Project (Hancock & Kaiser, 2006).
This chapter describes naturalistic approaches, including EMT, to teaching functional communication skills (Kaiser & Grim, 2005).
A discussion of more effective parent strategies for children with developmental disabilities (Kaiser & Hancock, 2003).
This study examines the effects of Enhanced Milieu Teaching on the social communication skills of preschool children with autism when delivered by trained interventionists (Hancock & Kaiser, 2002).
This study was designed to examine the effects of a three-component intervention on the social-communicative interactions of children at risk for language delays and behavior problems (Craig-Unkefer & Kaiser, 2002).
This study examines the effects of training parents to use Enhanced Milieu Teaching with children with autism or PDD (Kaiser, Hancock, & Nietfeld, 2000).