Teach-Model-Coach-Review Model`` Name: Leah Roberts

Author/ Research Participants Settings Implementers Independent Dependent Results Social Anything
Citation Question Variable Variable Validity/Usability additional
you would
like to add
Wright, C. A., & Can the TMCR Four parents and Children’s 2 therapists with TEACH Parent use of TMCR Components of the TMCR
Kaiser, A. P. (2016). model be their children homes and in experience with EMT words and model was model were assessed as high
Teaching parents implemented at (ages 28-33 a clinic room young children (SLP Part 1 (hour-long signs used with fidelity
enhanced milieu high levels of months) with DS at an and master’s level workshop for each fidelity and
teaching with words fidelity with inclusive RA) strategy) Child spoken and resulted in
and signs using the parents of pre- school - Defines strategy signed language parents
teach-model-coach- children with and pediatric - Provides a rationale using the
review model. Topics DS? therapy for its use intervention
in Early Childhood clinic - Describes how to strategies at
Special Education, Does training use the strategy criterion
36(4), 192–204. parents using - Video examples of levels
https://doi.org/10.117 the TMCR correct use of the
7/027112141562102 model result in strategy no clear
7 parents using - Discusses with the functional
EMT Words parent how/when to relation
and Signs at use the strategy at between the
criterion levels home parents’ use
of fidelity - Handouts provided of the
during to summarize strategies
intervention strategies being and their
sessions? taught children’s
use of
Does training Part 2 (intervention spoken
parents using session) words and
the TMCR - Parent practices signs
model result in each strategy in the
parents using home/clinic until
EMT Words fidelity criterion is
and Signs at reached
criterion - Describe purpose of
fidelity levels session
during - Review EMT
generalization strategies
and - Introduce new signs
maintenance - Therapist and
observations? parent role-play to
practice
Does parent-
implemented MODEL
EMT Words - Therapist plays
and Signs result with child participant
in changes in for 10 min using all
children’s EMT
spoken and strategies
signed - Therapist points out
language? the EMT strategy the
parent is learning
while using it with
the child
 COACH
- Therapist
acknowledges
parent’s correct use
of strategies
with specific praise
- Therapist gives
specific feedback on
how to use a strategy
when the parent does
not use it
- Therapists helps
parent set up
situations to elicit
communication with
time delays or milieu
teaching prompts

REVIEW
- Therapist
summarizes parent’s
use of strategies
- Therapist asks
open-ended
questions to
encourage parent
reflection
- Therapist points out
impact of parent’s
use of strategies on
child’s
communication
Roberts, M. Y., What are the Four parents and Clinic room One child TEACH Parent use of four After Parents had trouble
Kaiser, A. P., Wolfe, effects of the their children with child- interventionists and EMT strategies: intervention generalizing and maintaining
C. E., Bryant, J. D., Teach-Model- (ages 24-42 sized one parent educator Individualized matched turns, , all prompting skill
& Spidalieri, A. M. Coach-Review months) with furniture per dyad (Masters teaching sessions expansions, time caregivers
(2014). Effects of the instructional language ECSE and SLPs) delays, and milieu used EMT Intervention did not occur in
teach-model-coach- approach on impairment (no 1hr workshops prompting prompts the home setting
review instructional caregivers’ use other primary - Defined strategy more
approach on of four different disability) - Provided rational Child frequently. Participants are from
caregiver use of EMT language for each component communication mainstream American culture
language support support - Described how to targets Generalizati
strategies and strategies in a do the strategy on varied by Parents used strategies more
children’s expressive clinic setting? - Showed video strategy and in play at home than during
language skills. examples by book and snack times
Journal of Speech, (a) Do - Answered questions caregiver.
Language, and caregivers - Included
Hearing Research, generalize use standardized info Functional
57(5), 1851–1869. of these (handouts, relationship
https://doi.org/10.104 strategies to PowerPoint slides, between
4/2014_jslhr-l-13- new activities at video examples) caregiver
0113 home? use of
(b) Do First 10min of each strategies
caregivers session and child
maintain their - Re-stated the use of
use of these strategy, gave communicat
strategies over example ion targets.
 time? - Role played
- Discussed ways to
What are the use strategy
effects of
teaching MODEL (10min)
caregivers to - Modeled the
use EMT language support
language strategy (two-way
support mirror)
strategies on - Highlighted
children’s strategy use
expressive
language skills COACH (10min)
in the clinic? - Coached the
caregiver while she
(a)Do children practiced the strategy
generalize with the child
language skills - Praise: positive
to new statement
activities at - Constructive
home? feedback: telling
(b) Do children caregiver when to
maintain use a strategy or how
language skills to use the strategy
over time? correctly

REVIEW (10min)
- Discussed the
session (“How did
that feel?” “What did
you think”)
- Summarized
caregiver’s use of
strategy in positive
way
- Linked parent and
child behaviors
- Made a plan for
home use of
strategies
Moore, H. W., Can LAPE Eight parents and Classroom at SLP and graduate LAPE (Language Parent Parents Parents were satisfied with
Barton, E. E., & enhance their children a community students in EI/ECSE and Play Everyday): responsivity, increased procedures, goals, and
Chironis, M. (2013). parents’ (ages 22-36 school – and CDS community-based target level talk their outcomes
A program for capacity to months) with group program on coaching (% of utterances responsivity
improving toddler increase their expressive sessions parents to embed within their and use of 6 parents did not maintain
communication toddlers’ communication naturalistic language- child’s MLU), other their use of LAPE strategies
through parent communication delays Families’ enhancing strategies questions language- at 3-month follow up
coaching. Topics in skills? homes – within daily routines (decrease), and enhancing
Early Childhood individual other language- behaviors Parents used more LAPE
Special Education, sessions Group Sessions enhancing strategies during play than
33(4), 212–224. behaviors (O- Children routines
https://doi.org/10.117 First session LEB) improved
7/027112141349752 - Introduction of their
0 group members Child expressive expressive
- Introduce basic language skills language
communication and (vocab, MLU, skills
play concepts initiations)
- Help parents ID
their toddler’s
current
communication skills
- Make goals with
coach

Subsequent sessions
- G discussion about
progress (reflect on,
comment, and
support each other’s
progress)
- I discuss progress
- Overview of new
strategies (TEACH)
- I plan use of
strategies at home

Individual Sessions
- Parents and
coaches watched the
parent−toddler video
sample collected
prior to intervention
and rated the
parent’s use of each
of the LAPE
strategies
- Parent chooses 2
strategies to focus on
for visit
- Coach and parent
discuss strategies
- Coach MODELs
use of strategies
- Parent initiated a
routine or play
activity and practiced
the strategies for 5-
10min
- Coach encouraged
the parent to self-
reflect on their use of
the targeted
strategies (REVIEW)
- Coach provided
specific,
performance-based
feedback (COACH?)

Practice in-between
- Parents IDed when
and how they
planned to practice
LAPE strategies at
home, wrote ideas on
a strategy log
- 15min/day, rate
 progress in weekly
logs
Kaiser, A. P., & *This article is TEACH
Roberts, M. Y. a guide for
(2013). Parents as implementing Part 1 (60min
communication the Teach- workshop)
partners: An Model-Coach- - Parent listens to a
evidence-based Review Model* description of the
strategy for EMT strategy with
improving parent examples, specific
support for language steps to implement,
and communication and a rationale for
in everyday settings. using it
Perspectives on - Parent watches a
Language Learning video where they use
and Education, the target strategy to
20(3), 96–111. some degree and
https://doi.org/10.104 their child has a
4/lle20.3.96 positive response,
plus a video where
they fail to use the
strategy and the child
doesn’t respond
positively
- Therapist
summarizes key
steps in the strategy
with additional
simple examples
- Parent role-plays
with the therapist to
practice the target
strategy
- Parent is given
goals on when and
how often or
accurately the
strategy is to be used
- Parent meets
criterion levels of
performance on one
strategy before
learning the next
(parent is shown
before and after
graphs of their skills)
- Parent and therapist
discuss how the
target strategy may
be implemented
across the day at
home in familiar
routines

Part 2 (first 10-

15min of next
therapy session)
- Therapist asks
 parent about their
understanding and
comfort with the
EMT strategy and
how they think their
child will/is
responding
- Therapist reviews
key elements of the
strategy and briefly
role-plays
- Therapist asks
parent if they have
questions and
answers them

MODEL (15-20min)
- Therapist models
with the child during
a routine/activity of
the parent’s choice
- Therapist verbally
highlights the
strategy while
interacting with the
child

COACH (15-20min)
- Coaching = praise
and constructive
feedback (more
constructive
feedback needed
earlier, praise
remains relatively
constant)
- Balance praise and
constructive
feedback at first to
build confidence

REVIEW
- Therapist asks
parent how they felt
about the session
- Discussion
- Therapist
summarizes their
impressions by
describing parent’s
use of the strategy
and related child’s
communicative
behavior
Kashinath, S., Five preschool Family’s SLP and student Parent-implemented Child Parents Parents were satisfied with
Woods, J., & children (33-65 home assistant intervention in NE, communication demonstrate the intervention (satisfaction
Goldstein, H. (2006). months) with 60-90 min twice a outcomes d proficient survey)
Enhancing autism and their week use of
generalized teaching moms (26-45 yo) teaching Generalization probes were
strategy use in daily 1. Family-friendly strategies used
routines by parents of handout explaining and
children with autism. the strategy with generalized
Journal of Speech, examples (TEACH) across
Language, and - Discuss routines
Hearing Research, - Parent describes
49(3), 466–485. communication Positive
https://doi.org/10.104 strategy in her own effects on
4/1092- words and gives two child
4388(2006/036) examples communicat
2. Parent reviewed a ion
videotaped section of outcomes
another parent
implementing the Parents
target strategy within perceive the
daily activities intervention
- Interventionist to be
provided contextual beneficial
clues to to help the
parent ID 3+
instances of strategy
use
3. Interventionist
models the target
strategy within target
routines with the
child (MODEL)
- Parent IDs 3+
instances of strategy
use within each
routine
4. Parent practiced
the strategy while
interacting with the
child in the same
routine
- Parent demonstrates
independent
implementation (3x
during target
routines)
5. Discuss strategy
use, potential barriers
to implementation,
and additional
instances of
potentially strategy
use across routines
6. Interventionist
observes and tapes
the parent/child
interaction in the
target routines,
problem-solving
conversations on
strategy use
7. Discuss how the
 strategy can be
incorporated into
other routines
(generalization)

Common issues: generalization/maintenance, easier to use strategies in play than other routines