Objective: This investigation evaluated the effect of the Teach-Model-Coach-Review (TMCR) instructional method, within the natural environment, on Parent Implemented Intervention-Enhanced Milieu Teaching (PII-EMT) with caregivers of late language emergence toddlers. The dependent variable was the participant’s use of three EMT support strategies matched turns, time delays, and expansions with their child during daily routines of mealtime, dressing tasks, and playtime. Method: Three female participants, aged 32 to 48 years, received treatment in a multiple baseline across participants (MBAP) design. Participants received two 60-minute training sessions per week for 8 to 10 weeks. Sessions occurred in the natural environment. Resuts: All participants demonstrated a stable baseline. While all participants made immediate intervention gains, Participant 1’s gains stabilized through the intervention phase, whereas Participants 2 and 3 made gradual gains. The follow-up phase was zero-celerating revealing maintenance of the learned strategies. The immediate intervention effect across all participants suggested that the TMCR instruction was the cause of improvement in the intervention phase. Conclusion: The results indicated that the Teach-Model-Coach-Review instructional method resulted in increased use of Enhanced Milieu Teaching language support strategies across multiple family routines. Results cannot be correlated with changes in child language skills nor indicate the necessity or frequency of maintenance to caregivers.
