본 연구는 환경중심 언어중재를 6세 2개월 된 전반적 발달장애 유아에게 적용하여 구어적 사물 요구하기 행동을 습득시키는데 목적을 두었다. 대상 아동의 어린이집 일과 중 매일 반복되는 일상 활동의 하나인 자유선택 활동시간에 세 명의 다른 중재자와의 상황에서 환경중심 언어중재 절차 중, 모델링과 요구-모델의 방법을 사용하여 중재의 효과를 검증하였다. 연구 결과, 발달장애 유아의 사물요구하기 행동은 자유놀이 활동 중 중재자 1, 2, 3 모두의 상황에서 증가되었다. 또한, 환경중심 언어 중재를 통해 습득된 사물을 요구하는 행동은 중재가 종결된 4주 후에도 중재 단계에서와 비슷한 수준으로 유지되었고, 중재 상황과는 다른 점심시간 상황에서도 목표행동이 증가되는 일반화 효과를 보여주었다. 본 연구는 그 동안의 연구와는 다르게 세 명의 중재자 상황에서 중재를 적용하여 환경중심 언어중재 절차의 외적 타당도를 높였다는데 의의가 있다.

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The purpose of this study was to investigate the effectiveness of Milieu teaching strategies, using modeling and mand-model procedures in increasing requesting behavior and vocabulary aquisition of a child with developmental disabilities. The intervention procedure was implemented during natural free play activities by the classroom teacher, special education teacher, and language therapist. Naturalistic observation was used to collect data on number of correct responses and number of words used during baseline, intervention, follow-up, generalization sessions. A multiple probe baseline design was employed to evaluate the effectiveness of the intervention procedure.
The results of this study were as follows ;
First, Milieu teaching strategies were effective in increasing the child behavior of requesting objects of the child during three different situations.
Second, the increased target behavior of the child was found to be maintained four weeks after the intervention was finished.
Third, the target behavior of the child was found to be generalized to situations where the intervention was not implemented.
Fourth, the words used by the child was increased during intervention.
It is concluded that Milieu teaching strategies are feasible, which can be easily used by professionals who help children with disabilities in different settings.

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