The effectiveness of milieu teachıng on vocabulary acquisition in students wıth mental retardation

SUMMARYTHE EFFECTIVENESS OF MILIEU TEACHING ON VOCABULARY ACQUISITIONIN STUDENTS WITH MENTAL RETARDATIONIşıl ŞENTÜRKThe purpose of this study was to investigate the effectiveness of Milieu Teaching,word production, in generalizing the produced words into free play environment andmaintaining the produced words after 15 days, with mentally retarded students having limitedexpressive language skills and prerequisites regarding the word production.The design of this study is the multiple probe design, a variation of single subjectdesigns. In this study, multiple design across subjects has been used.The subjects of this research are three girls between five and eight years old whoattended Gazi Üniversitesi Prof.Dr Necmettin Akyıldız İşitme, Konuşma, Ses ve DengeBozuklukları Tanı Tedavi ve Rehabilitasyon Merkezi for training in 2004-2005 educationyear, have receptive language, are able to make vocal imitation in word level, whose meanlength of utterance is between 1.20 and 1.82 who have no problem with hearing.For selecting the subjects, Audio Test, Impedance Test, Family-Interview Form,Receptive-Language Criterion Reference Test and Vocal Imitation Check List were used.In the research, the baseline of the students were determined through taking languagesamples in both semi structural and free play environments. By implementing MilieuTeaching, one target word has been taught to students in each session. Before and after eachteaching session, probe assessment was made by taking language samples in semi structuralplay environment. Also each post-instruction evaluation was made in free play environment.For assessing whether the students continue the produced words after 10-sessions instructionand after 15 days later, evaluation was made by taking semi structured language samples. Inevaluating data obtained in this study, cumulative graphics and line graphics were used.As a result, Milieu Teaching has been effective, in word production, in generalizingthe produced words into free play, in continuing the produced words after 10-sessionsinstruction period and in continuing the produced words 15 days after the instruction period,with mentally retarded students having limited expressive language skills and prerequisitesregarding the word production.