{"id":261,"date":"2025-04-11T02:10:02","date_gmt":"2025-04-11T02:10:02","guid":{"rendered":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/?page_id=261"},"modified":"2025-09-30T18:24:43","modified_gmt":"2025-09-30T18:24:43","slug":"research","status":"publish","type":"page","link":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/research\/","title":{"rendered":"Research"},"content":{"rendered":"

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EMT en Espa\u00f1ol Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study<\/a><\/p>\n

The primary purpose of the current pilot study was to test the effects of an adapted and collaborative intervention model with a systematic teaching approach on Latina Spanish-speaking caregivers\u2019 use of\u00a0EMT en Espa\u00f1ol Para Autismo<\/i>\u00a0strategies with their young children on the autism spectrum (Pak, Peredo, Madero Ucero, & Kaiser, 2024).<\/p>\n

Just-in-Time: A Caregiver-Mediated Intervention for Toddlers With Autism<\/a><\/p>\n

An adaptive telehealth coaching model is effective for teaching caregivers of toddlers with autism to implement EMT and potentially helps to bridge the gap between diagnosis and comprehensive intervention (Bailey, Rodgers, Quinn, Thompson, Nietfeld, & Kaiser, 2024).<\/p>\n

Untying the Gordian Knot of Early Language Screening and Improved Developmental Outcomes<\/a><\/p>\n

There is a critical need for research on screening for early language delays, including evaluating measures that are sensitive and specific in detecting delays in all young children and testing a range of culturally and linguistically contextualized early interventions to effectively address children\u2019s delays (Kaiser, Chow, & Baumingham, 2024).<\/p>\n

Long-Term Effects of Early Communication Interventions: A Systematic Review and Meta-Analysis<\/a><\/p>\n

The purpose of the current systematic review and meta-analysis was to assess the overall durability of those effects over time and whether durability was related to outcome type, etiology of child language impairments, implementer of intervention, magnitude of posttest effects, time between intervention and follow-up, and study risk of bias (Pak, Chow, Dillehay, & Kaiser, 2023).<\/p>\n

Teaching Caregivers to Implement the Caregivers Optimizing Achievement of Children With Hearing Loss (COACH) Intervention<\/a><\/p>\n

This study examined the effectiveness of Caregivers Optimizing Achievement of Children With Hearing Loss (COACH), an intervention in which parents were taught naturalistic interaction strategies that addressed the unique linguistic input needs of their young children with hearing loss (Ambrose, Appenzeller, & Kaiser, 2023).<\/p>\n

Profiles and trajectories of executive functioning in young children with Down syndrome<\/a><\/p>\n

Baseline EF profiles of children were consistent with findings of other studies with children with DS. Longitudinal findings suggest that behavioural interventions targeting language may have positive collateral effects on certain EF skills, however these effects may be transitory without ongoing support (Nunnally, Baczewski, Sterrett, Holbrook, Kaiser, & Kasari, 2023).<\/a><\/p>\n

Comparing Interventions With Speech-Generating Devices and Other Augmentative and Alternative Communication Modes: A Meta-Analysis<\/a><\/p>\n

The purpose of this meta-analysis was to describe and synthesize single case design studies comparing young children\u2019s acquisition of communication skills with speech-generating devices (SGDs) and other AAC modes (Pak, Bailey, Ledford, & Kaiser, 2023).<\/p>\n

Teaching Caregivers to Support Social Communication: Results From a Randomized Clinical Trial of Autistic Toddlers<\/a><\/p>\n

This study examined the effects of combining two caregiver-mediated interventions on caregiver strategy use and child social communication and language outcomes (Roberts, Stern, Grauzer, Nietfeld, Thompson, Jones, Kaat, & Kaiser, 2023).<\/p>\n

A Case for Early Language and Behavior Screening: Implications for Policy and Child Development<\/a><\/p>\n

Language delay and poor social-emotional development often overlap. One early screening approach proactively considers both domains, provides subsequent supports, and enhances access, knowledge, and resources for parents, caregivers, and community partners (Kaiser, Chow, & Cunningham, 2022).<\/p>\n

Teaching Spanish-Speaking Caregivers to Implement\u00a0EMT en Espa\u00f1ol<\/i>: A Small Randomized Trial<\/a><\/p>\n

Teach-Model-Coach-Review is effective in increasing Spanish-speaking caregivers\u2019 use of\u00a0EMT en Espa\u00f1ol<\/i>\u00a0strategies with their young children with language delays. The intervention also appears to be effective for child vocabulary outcomes and acceptable to caregivers (Peredo,\u00a0Mancilla-Martinez, Durkin, & Kaiser, 2022).<\/p>\n

Hybrid Telepractice Delivery of Enhanced Milieu Teaching: Effects on Caregiver Implementation and Child Communication<\/a><\/p>\n

This study investigated the effects of enhanced milieu teaching (EMT) on caregiver implementation of language support strategies and child communication skills using a hybrid telepractice service delivery model (Quinn, Kaiser, & Ledford, 2021).<\/p>\n

Parent-Implemented Enhanced Milieu Teaching with Preschool Children Who Have Intellectual Disabilities<\/a><\/p>\n

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).<\/p>\n

Performance of African American Preschool Children from Low-Income Families on Expressive Language Measures<\/a><\/p>\n

This paper discusses the relationship between chronological age and performance, and the relationship between maternal education and language abilities (Qi, Kaiser, Marley, & Milan, 2012).<\/p>\n

Assessing the Effects of a Parent-Implemented Language Intervention for Children with Language Impairments Using Empirical Benchmarks: A Pilot Study<\/a><\/p>\n

This paper reports a study 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).<\/p>\n

Assessment of Single-Word Production for Children under Three Years of Age: Comparison of Children with and without Cleft Palate<\/a><\/p>\n

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).<\/p>\n

The Use of Play Expansions to Increase the Diversity and Complexity of Object Play in Young Children with Disabilities<\/a><\/p>\n

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).<\/p>\n

Older\u00a0Siblings\u2019 Use of Responsive Interaction Strategies and Effects on Their Younger Siblings with Down Syndrome<\/a><\/p>\n

This paper describes intervention for increasing responsiveness in younger siblings with Down Syndrome by using research-based interaction strategies (Trent, Kaiser, & Frey, 2007).<\/p>\n

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EMT en Espa\u00f1ol Para Autismo: A Collaborative Communication Intervention Approach and Single Case Design Pilot Study The primary purpose of the current pilot study was to test the effects of an adapted and collaborative intervention model with a systematic teaching approach on Latina Spanish-speaking caregivers\u2019 use of\u00a0EMT en Espa\u00f1ol Para Autismo\u00a0strategies with their young children…<\/p>\n","protected":false},"author":646,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_acf_changed":false,"footnotes":"","_links_to":"","_links_to_target":""},"tags":[],"class_list":["post-261","page","type-page","status-publish","hentry"],"acf":[],"jetpack_sharing_enabled":true,"_links":{"self":[{"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/pages\/261","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/users\/646"}],"replies":[{"embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/comments?post=261"}],"version-history":[{"count":8,"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/pages\/261\/revisions"}],"predecessor-version":[{"id":768,"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/pages\/261\/revisions\/768"}],"wp:attachment":[{"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/media?parent=261"}],"wp:term":[{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/lab.vanderbilt.edu\/kidtalk-kaiserlab\/wp-json\/wp\/v2\/tags?post=261"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}