The effectiveness of caregiver-implemented enhanced milieu teaching using teach-model-coach-review model in preschool children with language impairments : a systematic review and meta-analysis

Abstract

Objective: This systematic review and meta-analysis evaluated the strength of evidence for the effectiveness of caregiver-implemented enhanced milieu teaching intervention using Teach-Model-Coach-Review model on language outcomes for young children with language impairments. Methods: The study protocol was preregistered on Open Science Framework. Twenty electronic databases were searched to identify experimental designs that targeted children aged 2;0 to 6;0 with primary and secondary language impairments. Meta-analyses were performed on constructs with at least two group studies which used the same outcome measures. Results: One hundred and twenty-two child participants from six studies were included in this review. All included studies showed satisfactory internal validity and high caregiver training fidelity. The group studies had inevitable risk of bias due to lack of blinding of outcome assessors. The results indicated that the caregiver-implemented enhanced milieu teaching using Teach-Model-Coach-Review model has significant moderate effects on receptive and expressive language outcomes compared to business as usual conditions. Caregiver training using Teach-Model-Coach-Review model could yield large effects on caregivers’ use of simple enhanced milieu teaching strategies. Conclusion: The reviewed evidence suggests that caregiver-implemented enhanced milieu teaching using Teach-Model-Coach-Review model has promising effects on child language outcomes and caregivers’ use of enhanced milieu teaching strategies.