本研究目的在運用自然情境教學法發展一套「心口如一」課程，以期提升特殊需求幼兒口語表達能力。本研究採用協同行動研究共同合作設計課程，以一名第一類輕度及一名第七類輕度領有身心障礙證明的幼兒為研究參與者進行為期10週的探究，透過觀察、訪談以及檔案資料等方式蒐集資料進行質性分析。研究結果發現兩位特殊需求幼兒在口語表達上，不僅表達詞彙的長度增加，其主動溝通的意圖以及與同儕間的互動品質和次數也提升許多。在遇到需求或困難時，已能從被動等待需求被發現進而能夠在不同的情境下，向不同的對象以口語表達的方式來請求協助。研究團隊進一步分析本課程主要值得實務工作者參考之處在於課程發展之初即掌握到學生口語表達困難的問題核心，因此採用自然情境教學法設計課程，透過日常情境的安排是教學製造表達機會，在進行教學時，以感興趣的物品和活動做為主要的媒介，經由適當的日常情境和大量的練習，善用同儕的示範和支持，並且對於他們的行為表現做出立即的回饋反應，再將口語回饋的增強機制加以延宕，使特殊需求幼兒能有效地建立口語表達的能力。

Background and Purpose

Language serves as a fundamental tool for human communication and must be acquired through interpersonal interactions, making its role in social relationships particularly significant. For preschoolers with special needs, language development challenges can severely impact their ability to communicate effectively in daily situations. When these children lack proactive communication skills, they struggle to express their needs and thoughts clearly, which subsequently affects their interpersonal relationships and participation in learning activities. Traditional language therapy services, while valuable, often occur in isolated one-on-one settings. However, when visual aids or adult guidance are removed, children with special needs frequently become silent in natural environments. The critical period for language development occurs between birth and six years of age, during which children’s communicative abilities develop rapidly. This developmental window represents an optimal time for intervention, as language skills established during this period significantly influence future academic performance and social participation. Children with developmental delays, intellectual disabilities, and autism spectrum disorders commonly exhibit shared characteristics that impede language development: limited vocabulary with reduced richness, abbreviated sentence structures, insufficient language comprehension affecting topic responsiveness, poor oral expression with limited communicative intent, and difficulty generalizing acquired language skills to different contexts. Additionally, many children with special needs demonstrate decreased motivation for verbal communication, preferring nonverbal strategies to express their needs. This study aimed to develop and implement a naturalistic language intervention curriculum using Milieu Teaching strategies to enhance oral expression abilities of preschoolers with special needs in early childhood settings, with emphasis on promoting spontaneous, functional, and generalizable communication skills.

Methodology

This study employed Milieu Teaching, a naturalistic language intervention approach originally developed by Hart and Risley in 1975 that has been extensively utilized for over four decades in language and communication training for individuals with disabilities. Milieu Teaching emphasizes that learning occurs within natural environments, focusing on functional content to facilitate spontaneous and generalizable learning behaviors. This student-directed approach prioritizes teacher responsiveness to student-initiated communication attempts and emphasizes that language learning should be grounded in student interests, utilizing naturally occurring daily activities as contexts for interactive engagement. The research adopted a collaborative action research design conducted over ten weeks at an early intervention institution partnering with a non-profit kindergarten. The study involved two preschoolers: one child with mild type I disability who demonstrated understanding of daily instructions and possessed naming and imitation abilities but lacked motivation for spontaneous interaction, primarily expressing needs through physical gestures; and another child with mild type VII disability who could name common objects and communicate through pointing gestures at home, lacking motivation for verbal expression due to immediate adult response to nonverbal communication. The curriculum was systematically developed through three phases: establishing curriculum objectives based on comprehensive assessment and stakeholder input, determining observation periods to integrate with existing schedules, and designing teaching activities using four core Milieu Teaching strategies including modeling, mand-modeling, time delay, and incidental teaching. The curriculum comprised ten activities organized under three thematic units: Little Athlete, Environmental Guardian, and Gourmet Master. Each activity was implemented twice with modifications based on participant responses. Two primary target sentence patterns were emphasized: expressing desires and requesting assistance, with teaching strategies adapted to individual needs across contexts.

Results

Both participants demonstrated significant improvements in oral expression abilities across multiple dimensions. Quantitative data collected through systematic observation revealed steady growth in correct usage of target phrases, with participants progressing from minimal spontaneous communication at baseline to increasingly frequent and accurate verbal expression during intervention. Specifically, frequency counts increased from baseline levels (zero to two instances per observation session) to intervention levels (eight to fifteen instances per session), representing substantial and clinically significant gains. The children successfully transitioned from passive communication patterns, characterized by waiting for others to interpret their needs, to active verbal communication across different situations and with various communication partners including teachers, peers, and family members. Both children showed marked improvement in expressing desires, with enhanced motivation particularly evident when requesting preferred items or activities. While both participants initially required substantial prompting and guidance, they gradually developed the ability to express needs spontaneously across contexts with minimal adult support. Regarding requesting assistance, participants progressed from passive waiting behaviors when encountering difficulties to active verbal requests directed to specific adults or peers. Qualitative observations revealed additional benefits including increased vocabulary usage, improved sentence complexity, and enhanced willingness to engage in verbal communication. The frequency and quality of peer interactions improved significantly as participants gained confidence. Parents and teachers reported that children began using complete sentences more consistently and showed greater independence in problem-solving situations. The intervention yielded positive outcomes for all involved stakeholders. Researchers gained deeper understanding of student needs and abilities, learned to adjust teaching strategies based on student responses, and recognized the importance of providing adequate response time for student reflection. Collaborative teachers developed increased patience and positive attitudes toward student communication attempts, learned to balance creative teaching with skill mastery principles, and observed how peer influence facilitated mutual growth among students. Parents reported that increased life experiences enhanced their children’s vocabulary, leading to more complete sentence formation, learned the importance of providing wait time rather than immediately offering assistance, and observed successful skill generalization across contexts.

Discussion and Implications

This research contributes to theoretical understanding of naturalistic language intervention by demonstrating the effectiveness of Milieu Teaching strategies when systematically implemented in early childhood settings. The study validates the importance of embedding language learning opportunities within natural daily routines and highlights the significant role of peer interaction in facilitating language development. Practical implications include demonstration that meaningful language intervention can be successfully integrated into existing preschool curricula without requiring extensive additional resources. The research provides evidence that children with special needs can develop functional communication skills when provided with appropriate environmental supports, systematic teaching strategies, and multiple practice opportunities across natural contexts. Key success factors included thorough understanding of participants’ current abilities, utilization of preferred activities as motivational tools, creation of natural communication opportunities, strategic use of peer modeling, and implementation of systematic feedback mechanisms. Future research should explore family-centered interventions involving primary caregivers, develop streamlined observation tools, investigate long-term maintenance of acquired skills, and examine effectiveness across different disability types and severity levels. The study demonstrates that naturalistic language intervention approaches can effectively enhance communication abilities while promoting overall social and academic development for preschoolers with special needs.