PAR-Operational Definition

Independent Variable, Dependent Variable

Independent variable:
Enhanced Milieu teaching
o Naturalistic language intervention that uses child interests
as opportunities to model and prompt language in daily
routines
Time delay
5-10 sec wait time integrated throughout play
interaction between caregiver and child
Example: during tickle time mom will pause
randomly and wait for the child to make a
vocalization (uh, mu du, ma) or shows a
gesture (reaching, pointing), or vocalization,
take a turn, before continuing.
Environmental arrangement
A favorable object will be either placed out of
the childs reach or the caregiver with withhold
the item until the child makes a vocalization
(uh, mu du, ma) or shows a gesture
(reaching, pointing), before the caregiver give
the object to the child.
Matched turn
The caregiver with observe the childs interest
and start doing what the child is doing and
adding turns in matching what turn the child is
taking
Example: while the child is playing with cars on
a race track the caregiver will come over and
take an additional car and taking a quick turn
after the child has completed there full turn
(rolling the car down the track)
Modeling
Modeling words and gestures
o The caregiver will encourage the child to
use communication by modeling words
and signs and asking his to repeat. For
example, Banana Say banana. The
caregiver will give a verbal
prompt/gestural prompt and wait for the
child to repeat.
Modeling play behavior
 o The caregiver shows the child exactly
what she is looking for
o Example: mom models how to play with
the car by rolling in on the track and
saying vroom vroom
Expanding
Verbal expansion
o The parent listens to what the child is
saying and doing and the parent imitates
the child and then adds another step.
o Example: the child says car and mom
says yes big car.
Play expansion
o The parent observes how R is playing and
then takes a turn like he does and adds a
little extra (lengthens the turn)
o Example: Mom observes R rolling a ball
and decides to join in. after R rolls the
ball mom grabs the ball and adds one,
two, three before rolling the ball.

Sign Language
o The caregiver will be given easy signs to show to her child
after she says the Item that the child it wanting..

Dependent Variable
Childs communication
o Any verbalization, gesture, or sign by the child directed
towards a caregiver with the intent of initiating or
responding
o Verbalization: the child makes a sound, approximation, or
sign with the intent to communicate
o Gesture:
Pointing
Reaching or pulling moms hand to what he wants
Grabbing for object
grab moms hand.
Any one or multiples of these gestures count
for communication
Mom fidelity of intervention
o Wait time: 5-10 sec wait time integrated throughout play
interaction between caregiver and child
o Environmental arrangement: A favorable object will be
either placed out of the childs reach or the caregiver with
 withhold the item until the child makes a vocalization,
gesture or sign
o Matched turns: The caregiver with observe the childs
interest and start doing what the child is doing and adding
turns in matching what turn the child is taking
o Modeling: the caregiver will give her a verbal prompt and/
or gesturally prompt and then wait for the child to repeat
o Expanding: the caregiver will expand on what the child is
doing and saying, by adding another step

Mothers satisfaction with intervention

o Given a likert scale mom will rate the frequency of
communication she observes across multiple routines
1 being the child rarely uses communication and 3
meaning he always uses communication during
routines
this will be post and pre-intervention survey
o Given a likert scale mom will rate how easy she thinks the
intervention strategies are to implement across routines
1 being very difficult and 5 being very easy
this will be a post intervention survey

1. How easy the intervention is to use across routines

a. Time delay
Very Somewhat Neither easy Somewhat Very
difficult difficult nor difficult easy Easy
1 2 3 4 5
b. Environmental arrangement
Very Somewhat Neither easy Somewhat Very
difficult difficult nor difficult easy Easy
1 2 3 4 5
c. Matched Turns
Very Somewhat Neither easy Somewhat Very
difficult difficult nor difficult easy Easy

1 2 3 4 5

2. Communication across routines (gestures, vocalizations,

signing)

a. Mealtime
Never uses Sometimes Always uses
communicati uses communicati
on communicati on
 on
1 2 3

b. Playtime
Never uses Sometimes Always
communica uses uses
tion communica communica
tion tion
1 2 3

c. Changing (diaper, clothes)

Never uses Sometimes Always
communica uses uses
tion communica communica
tion tion
1 2 3

d. Bath time
Never uses Sometimes Always
communic uses uses
ation communic communic
ation ation
1 2 3

e. Bed and Nap time

Never uses Sometimes Always
communica uses uses
tion communica communica
tion tion
1 2 3
f. In the community
Never uses Sometimes Always
communica uses uses
tion communica communica
tion tion
1 2 3

g. Transitions
Never uses Sometimes Always
communica uses uses
tion communica communica
tion tion
1 2 3

Data
o The data will be collected using frequency tallies for
specific words gestures and signs the child uses.
o Child
The child will receive a tally under the specific
category when used properly
Words/Vocalizations (vroom, uh, ma, mu)-
during meal and playtime when the
interventions [environmental arrangement,
time delay and matched turns] are
implemented.
Gestures (reaching, pointing)- during play
when the interventions [environmental
arrangement and time delay] are implemented
Signs (more, drink, eat, all done)- during meal
times when intervention [environmental
arrangement, time delay] are implemented
Then I will take the sum for a combined score
of communication
o Mom
Mom will receive a tally when she uses time delay,
match turns, expansions, and modeling intervention
strategies during the intervention video clip
Mom will receive a yes/no during the intervention
video clip when she uses environmental arrangement