Math Interactive Learning Experience (MILE)

About This Program

Target Population: Children ages 3-10 with fetal alcohol spectrum disorders and their caregivers

For children/adolescents ages: 3 – 10

For parents/caregivers of children ages: 3 – 10

Program Overview

The Math Interactive Learning Experience (MILE) program is an intervention designed to facilitate math learning in children who have a history of being diagnosed with a Fetal Alcohol Spectrum Disorder. The intervention can be used in one on one habilitative care environments and in small group school environments. The program teaches math concepts using manipulatives to support problems with working memory skills and visual-spatial reasoning. In addition, a metacognitive learning technique called FAR (Focus and Plan, Act, and Reflect) is used to teach the child to self-regulate and monitor their thinking processes during the learning. There are optional components of the program that teach caregivers about the impact of prenatal alcohol exposure, how to advocate for their children, and how to support their child’s math learning. In addition, instruction in behavioral regulation training is given to parents to support their child’s readiness to learn.

Program Goals

The goals of Math Interactive Learning Experience (MILE) are:

For children:

  • Improve math functioning.
  • Improve self-regulation skills or management of arousal that disrupts learning.

For caregivers:

  • Understand the impact of prenatal alcohol exposure.
  • Advocate for their children.
  • Support their child’s math learning.

Logic Model

The program representative did not provide information about a Logic Model for Math Interactive Learning Experience (MILE).

Essential Components

The essential components of Math Interactive Learning Experience (MILE) include:

  • Parent training regarding FASD
  • Parent training in math development and how to support this
  • Parent training in behavioral regulation to support their child’s learning age appropriate behavioral regulation skills
  • Helps them understand their child’s neurodevelopmental problems that interfere with learning
  • Teaches them steps that can be taken to support their learning
    • Teaches them strategies for advocating for their child in community systems
    • Teaches them how to support their child’s behavioral regulation skill development
  • Tutoring sessions with the child (done individually or in small group)
  • Math manipulatives are used to teach concepts
  • Focus and Plan, Act, and Reflect (FAR) process is integrated into the teaching process
  • Guidance in helping children with behavioral dysregulation in the learning process
  • Guidance for teachers who provide instruction to children with fetal alcohol spectrum disorders
  • Developmentally based math curriculum with progress tracking procedures
  • Teachers have access to a neurodevelopmentally based error analysis of math learning problems

Program Delivery

Child/Adolescent Services

Math Interactive Learning Experience (MILE) directly provides services to children/adolescents and addresses the following:

  • Arousal dysregulation, poor mental effort during learning, math functioning

Parent/Caregiver Services

Math Interactive Learning Experience (MILE) directly provides services to parents/caregivers and addresses the following:

  • Child with an fetal alcohol spectrum disorder

Recommended Intensity:

15 weeks with weekly sessions with the child and 3 group-based sessions with the parents. The program can be done in fewer sessions if desired.

Recommended Duration:

2 months but can be extended if needed

Delivery Settings

This program is typically conducted in a(n):

  • Community-based Agency / Organization / Provider
  • School Setting (Including: Day Care, Day Treatment Programs, etc.)

Homework

Math Interactive Learning Experience (MILE) includes a homework component:

“Funwork” is given to explore math concepts in the home environment.

Languages

Math Interactive Learning Experience (MILE) has materials available in languages other than English:

Spanish, Ukrainian

For information on which materials are available in these languages, please check on the program's website or contact the program representative (contact information is listed at the bottom of this page).

Resources Needed to Run Program

The typical resources for implementing the program are:

A trained provider, desk, math materials

Manuals and Training

Prerequisite/Minimum Provider Qualifications

A minimum of a bachelor’s degree in education or psychology is needed to be trained in this program.

Manual Information

There is a manual that describes how to deliver this program.

Program Manual(s)

  • Kable, J. A., Taddeo, E., & Coles, C. D. (2010). MILE instructional DVD. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Kable, J. A., Coles, C. D., & Taddeo, E. (2011). Teaching children with FASD effective behavioral regulation: A guide for caregivers. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Kable, J. A., Coles, C. D., & Taddeo, E. (2011). Teaching children with FASD effective behavioral regulation: A guide for caregivers-Interactive CD-ROM. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Kable, J. A., Taddeo, E., & Coles, C. D. (2011). Math Interactive Learning Experience: Instructor guide. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Kable, J. A., Taddeo, E., & Coles, C. D. (2011). Math Interactive Learning Experience: Instructor guide-interactive CD-ROM. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Taddeo, E., Kable, J. A., & Coles, C. D. (2011). Math Interactive Learning Experience: Train the trainer manual. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Taddeo, E., Kable, J. A., & Coles, C. D. (2011). MILE Curriculum (hard copy and interactive CD-ROM). Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Coles, C. D., Kable, J. A., & Taddeo, E. (2011). Understanding FASD and advocating for children. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Coles, C. D., Kable, J. A., & Taddeo, E. (2011). Understanding FASD and advocating for children-interactive CD-ROM. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Taddeo, E., Kable, J. A., & Coles, C. D. (2011). Math Interactive Learning Experience: Parent guide. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.
  • Coles, C. D., Taddeo, E., & Kable, J. A. (2011). Math Interactive Learning Experience: Teacher guide. Fetal Alcohol and Drug Exposure Clinic at the Marcus Autism Center.

Materials may be obtained by contacting Molly Millians via email at molly.n.millians@emory.edu or by calling 404-712-9817.

Training Information

There is training available for this program.

Training Contact:
Training Type/Location:

Provided to the community several times a year, can be provided at the trainee’s organization, or via Zoom as well.

Number of days/hours:

1.5–2 days

Implementation Information

Pre-Implementation Materials

There are no pre-implementation materials to measure organizational or provider readiness for Math Interactive Learning Experience (MILE).

Formal Support for Implementation

There is formal support available for implementation of Math Interactive Learning Experience (MILE) as listed below:

There is a fidelity instrument and videotapes of 3 sessions should be provided to the Emory University training staff to be certified in delivering the program.

Fidelity Measures

There are fidelity measures for Math Interactive Learning Experience (MILE) as listed below:

There is a checklist that can be completed by peers also trained in the program, someone within the program designated as a trainer, or by Emory University staff.

Implementation Guides or Manuals

There are implementation guides or manuals for Math Interactive Learning Experience (MILE) as listed below:

There is a train–the–trainer program. This consists of becoming certified (minimum 3 video-recordings) and a manual to assist with supervising others.

Implementation Cost

There are no studies of the costs of Math Interactive Learning Experience (MILE).

Research on How to Implement the Program

Research has been conducted on how to implement Math Interactive Learning Experience (MILE) as listed below:

For more information on these topics, see:

  • Proctor E., Silmere, H., Raghavan, R., Hovmand, P., Aarons, G., Bunger, A., Griffey, R., & Hensley, M. (2011). Outcomes for implementation research: Conceptual distinctions, measurement challenges, and research agenda. Administration and Policy in Mental Health, 38(2), 65–76. https://doi.org/10.1007/s10488-010-0319-7.
  • Curran, G. M., Bauer, M., Mittman, B., Pyne, J. M., & Stetler, C. (2012). Effectiveness-implementation hybrid designs: Combining elements of clinical effectiveness and implementation research to enhance public health impact. Medical Care, 50(3), 217–226. https://doi.org/10.1097/MLR.0b013e3182408812
  • Powell, B. J., Waltz, T. J., Chinman, M. J., Damschroder, L. J., Smith, J. L., Matthieu, M. M., Proctor, E. K., & Kirchner, J. E. (2015). A refined compilation of implementation strategies: Results from the Expert Recommendations for Implementation Change (ERIC) project. Implementation Science, 10(21), Article 21. https://doi.org/10.1186/s13012-015-0209-1

Relevant Published, Peer-Reviewed Research

Child Welfare Outcome: Child/Family Well-Being

Kable, J. A., Coles, C. D., & Taddeo, E. (2007). Socio-cognitive habilitation using the Math Interactive learning Experience (MILE) Program for alcohol-affected children. Alcoholism: Clinical and Experimental Research, 31(8), 1425–1434. https://doi.org/10.1111/j.1530-0277.2007.00431.x

Type of Study: Randomized controlled trial
Number of Participants: 61

Population:

  • Age — Children: 3–10 years: Adults: Not specified
  • Race/Ethnicity — Children: 38% African American; Adults: Not specified
  • Gender — Children: 58% Male; Adults: Not specified
  • Status — Participants were families with from the child welfare system who were recruited from a multidisciplinary fetal alcohol syndrome (FAS) diagnostic clinic.

Location/Institution: Atlanta metropolitan area

Summary: (To include basic study design, measures, results, and notable limitations)
The purpose of this study was to evaluate the Math Interactive Learning Experience (MILE) program on improving behavior and math functioning in children 3 to 10 years of age. All families received the parental instruction component of MILE and the children were randomly assigned to either the math instruction (MILE n= 28) or standard psychoeducational care groups (n=26). Measures utilized include the Child Behavior Checklist, the Test of Early Mathematical Ability, 2nd edition (TEMA-2), and the Key Math-R/NU. Results indicate that satisfaction with workshops was very high, with over 90% agreeing that trainers were knowledgeable and materials easy to understand and helpful. Significant gains in knowledge were found for information provided in the instructional groups. At posttesting, caregivers reported fewer problem behaviors on the Child Behavior Checklist’s Internalizing Problem Behavior, Externalizing Problem Behavior, and Total Problem Behavior summary scales. After 5 months, both groups of children demonstrated gains in math knowledge but significantly higher gains were found in the group receiving direct math instruction. The math treatment group was also more likely to demonstrate a gain of over 1 standard deviation on any of the 4 math outcome measures used. Limitations include small sample size and lack of follow-up.  

Length of postintervention follow-up: None.

Coles, C. D., Kable, J. A., & Taddeo, E. (2009). Math performance and behavior problems in children affected by prenatal alcohol exposure: Intervention and follow-up. Journal of Developmental and Behavioral Pediatrics, 30(1), 7–15. https://doi.org/10.1097/DBP.0b013e3181966780

Type of Study: Randomized controlled trial
Number of Participants: 54

Population:

  • Age — Children: 3–10 years (Mean=6.2–6.5 years): Adults: Mean=43.9–44.7 years
  • Race/Ethnicity — Children: 57% White; Adults: Not specified
  • Gender — Children: 61% Male; Adults: Not specified
  • Status — Participants were families with children from the child welfare system who were recruited from a multidisciplinary fetal alcohol syndrome (FAS) diagnostic clinic.

Location/Institution: Atlanta metropolitan area

Summary: (To include basic study design, measures, results, and notable limitations)
This study uses sample from Kable et al. (2007). This study evaluated the persistence of effects of Math Interactive Learning Experience (MILE) on the math performance and behavior of children diagnosed with fetal alcohol syndrome or fetal alcohol spectrum disorders (FASD). All families received the parental instruction component of MILE and the children were randomly assigned to either the math instruction (MILE n= 28) or standard psychoeducational care groups (n=26). Measures utilized include the Child Behavior Checklist, the Differential Ability Scales, the Beery-Buktenica Developmental Test of Visual Motor Integration, the Nepsy, the Teacher Report Form, the Test of Early Mathematical Ability, second edition, the Bracken Early Concept Scales Revised, the Key Math-R/NU and the Bayley Scales of Infant Development, 2nd edition. Results indicate that MILE participants demonstrated significantly greater scores on math outcome measures than contrast group members and CBCL and TRF behavior was improved over pretest scores in both groups. Limitations include small sample size, the sample is self-selected to some degree, and a number of those recruited originally did not complete the prerandomization protocol and, therefore, did not become part of the intervention study.

Length of postintervention follow-up: 6 months.

Kable, J. A., Taddeo, E., Strickland, D., & Coles, C. D. (2015). Community translation of the Math Interactive Learning Experience program for children with FASD. Research in Developmental Disabilities, 39, 1-11. https://doi.org/10.1016/j.ridd.2014.12.031

Type of Study: Randomized controlled trial
Number of Participants: 60

Population:

  • Age — Children: 4–10 years (Mean=6.1–7.0 years): Adults: Not specified
  • Race/Ethnicity — Children: 48% African American, 37.7% White, and 14.3% Mixed race; Adults: Not specified
  • Gender — Children: 50% Male; Adults: Not specified
  • Status — Participants were families with children with prenatal alcohol exposure or fetal alcohol spectrum disorder.

Location/Institution: Metropolitan Atlanta area

Summary: (To include basic study design, measures, results, and notable limitations)
The current study evaluated the effectiveness of a community translation, in partnership with several community sites in the metropolitan Atlanta area. This study evaluated instructor satisfaction with the training program, knowledge related to fetal alcohol spectrum disorders (FASD) and the Math Interactive Learning Experience (MILE) program (which had parent instruction and child tutoring components), adherence to the MILE teaching methodology, participant math outcomes, and parents’ satisfaction with their treatment experience. Participants were randomly assigned to one of three conditions: either one of the standard versions of the MILE program (one delivered at one of five community sites – [Community MILE] or one delivered by staff at a center-based clinical laboratory – [Center MILE] or to parent math instruction only (Parent Instruction). All subjects in the two MILE programs received 15 weeks of tutoring so as to approximate the community’s school calendar. Measures utilized include the Test of Early Mathematical Ability, 2nd edition (TEMA-2), the Bracken Early Concept Scales Revised, the Key Math-R/NU, the Bayley Scales of Infant Development, 2nd edition. Results indicate that instructors reported a high degree of satisfaction with the overall training and mean site fidelity ratings were positively correlated with change in math performance. The children in the two MILE intervention groups demonstrated more positive gains in math skills than those with parents in the Parent Instruction group but did not differ from each other. Parents in the Parent Instruction group reported less satisfaction with their intervention than those assigned to the Center MILE group but satisfaction ratings did not differ between parents in the two MILE intervention groups. Limitations include small sample size and generalizability to other populations.

Length of postintervention follow-up: 6 months.

Additional References

Granovska, I. (2016, February 18). Math Interactive Learning Experience (MILE) program for children with developmental delays: Training session with international participation. http://ibis-birthdefects.org/start/miletrai.htm

National Organization on Fetal Alcohol Syndrome. (n.d.). Hope for children living with F.A.S.D.s Fetal Alcohol Spectrum Disorders: 4 programs that work. https://www.nofas.org/wp-content/uploads/2014/04/NOFAS_Brochure_4_Programs_Final.pdf

Rasmussen, C. (2015, March). Carmen Rasmussen - The Math Interactive Learning Experience (MILE) Program [Video]. POPFASD, British Columbia Ministry of Education. https://www.fasdoutreach.ca/resources/all/c/carmen-rasmussen-math-interactive-learning-experience-program-mile

Contact Information

Julie A. Kable, PhD
Agency/Affiliation: Emory University School of Medicine
Website: msacd.emory.edu/Research/MILE.html
Email:
Phone: (404) 712-9833

Date Research Evidence Last Reviewed by CEBC: November 2020

Date Program Content Last Reviewed by Program Staff: May 2021

Date Program Originally Loaded onto CEBC: May 2021